Publications

Displaying 1 - 22 of 22
  • Arnon, I., Casillas, M., Kurumada, C., & Estigarribia, B. (Eds.). (2014). Language in interaction: Studies in honor of Eve V. Clark. Amsterdam: Benjamins.

    Abstract

    Understanding how communicative goals impact and drive the learning process has been a long-standing issue in the field of language acquisition. Recent years have seen renewed interest in the social and pragmatic aspects of language learning: the way interaction shapes what and how children learn. In this volume, we bring together researchers working on interaction in different domains to present a cohesive overview of ongoing interactional research. The studies address the diversity of the environments children learn in; the role of para-linguistic information; the pragmatic forces driving language learning; and the way communicative pressures impact language use and change. Using observational, empirical and computational findings, this volume highlights the effect of interpersonal communication on what children hear and what they learn. This anthology is inspired by and dedicated to Prof. Eve V. Clark – a pioneer in all matters related to language acquisition – and a major force in establishing interaction and communication as crucial aspects of language learning.
  • Bowerman, M., & Eling, P. (1983). Max-Planck-Institute for Psycholinguistics: Annual Report nr. 4 1983. Nijmegen: MPI for Psycholinguistics.
  • Cartmill, E. A., Roberts, S. G., Lyn, H., & Cornish, H. (Eds.). (2014). The Evolution of Language: Proceedings of the 10th International Conference. Singapore: World Scientific.

    Abstract

    This volume comprises refereed papers and abstracts of the 10th International Conference on the Evolution of Language (EVOLANGX), held in Vienna on 14–17th April 2014. As the leading international conference in the field, the biennial EVOLANG meeting is characterised by an invigorating, multidisciplinary approach to the origins and evolution of human language, and brings together researchers from many subject areas, including anthropology, archaeology, biology, cognitive science, computer science, genetics, linguistics, neuroscience, palaeontology, primatology and psychology. For this 10th conference, the proceedings will include a special perspectives section featuring prominent researchers reflecting on the history of the conference and its impact on the field of language evolution since the inaugural EVOLANG conference in 1996.
  • Cutler, A., & Ladd, D. R. (Eds.). (1983). Prosody: Models and measurements. Heidelberg: Springer.
  • Dijkstra, T., & Kempen, G. (1984). Taal in uitvoering: Inleiding tot de psycholinguistiek. Groningen: Wolters-Noordhoff.
  • Enfield, N. J. (2014). Natural causes of language: Frames, biases and cultural transmission. Berlin: Language Science Press. Retrieved from http://langsci-press.org/catalog/book/48.

    Abstract

    What causes a language to be the way it is? Some features are universal, some are inherited, others are borrowed, and yet others are internally innovated. But no matter where a bit of language is from, it will only exist if it has been diffused and kept in circulation through social interaction in the history of a community. This book makes the case that a proper understanding of the ontology of language systems has to be grounded in the causal mechanisms by which linguistic items are socially transmitted, in communicative contexts. A biased transmission model provides a basis for understanding why certain things and not others are likely to develop, spread, and stick in languages. Because bits of language are always parts of systems, we also need to show how it is that items of knowledge and behavior become structured wholes. The book argues that to achieve this, we need to see how causal processes apply in multiple frames or 'time scales' simultaneously, and we need to understand and address each and all of these frames in our work on language. This forces us to confront implications that are not always comfortable: for example, that "a language" is not a real thing but a convenient fiction, that language-internal and language-external processes have a lot in common, and that tree diagrams are poor conceptual tools for understanding the history of languages. By exploring avenues for clear solutions to these problems, this book suggests a conceptual framework for ultimately explaining, in causal terms, what languages are like and why they are like that.
  • Enfield, N. J., Kockelman, P., & Sidnell, J. (Eds.). (2014). The Cambridge handbook of linguistic anthropology. Cambridge: Cambridge University Press.
  • Gullberg, M. (1998). Gesture as a communication strategy in second language discourse: A study of learners of French and Swedish. Lund: Lund University Press.

    Abstract

    Gestures are often regarded as the most typical compensatory device used by language learners in communicative trouble. Yet gestural solutions to communicative problems have rarely been studied within any theory of second language use. The work pre­sented in this volume aims to account for second language learners’ strategic use of speech-associated gestures by combining a process-oriented framework for communi­cation strategies with a cognitive theory of gesture. Two empirical studies are presented. The production study investigates Swedish lear­ners of French and French learners of Swedish and their use of strategic gestures. The results, which are based on analyses of both individual and group behaviour, contradict popular opinion as well as theoretical assumptions from both fields. Gestures are not primarily used to replace speech, nor are they chiefly mimetic. Instead, learners use gestures with speech, and although they do exploit mimetic gestures to solve lexical problems, they also use more abstract gestures to handle discourse-related difficulties and metalinguistic commentary. The influence of factors such as proficiency, task, culture, and strategic competence on gesture use is discussed, and the oral and gestural strategic modes are compared. In the evaluation study, native speakers’ assessments of learners’ gestures, and the potential effect of gestures on evaluations of proficiency are analysed and discussed in terms of individual communicative style. Compensatory gestures function at multiple communicative levels. This has implica­tions for theories of communication strategies, and an expansion of the existing frameworks is discussed taking both cognitive and interactive aspects into account.
  • Hawkins, J., & Schriefers, H. (1984). Max-Planck-Institute for Psycholinguistics: Annual Report Nr.5 1984. Nijmegen: MPI for Psycholinguistics.
  • Kempen, G., & Sprangers, C. (Eds.). (1984). Kennis, mens en computer. Lisse: Swets & Zeitlinger.

    Abstract

    Essays van psychologen en linguı̈sten over de relatie hersens-computers.
  • Klein, W. (1984). Zweitspracherwerb: Eine Einführung. Königstein/TS: Athenäum.
  • Levelt, W. J. M. (2014). A history of psycholinguistics: The pre-Chomskyan era. Updated paperback ed. Oxford: Oxford University Press.
  • Levinson, S. C. (1983). Pragmatics. Cambridge: Cambridge University Press.
  • Marslen-Wilsen, W., & Tyler, L. K. (Eds.). (1980). Max-Planck-Institute for Psycholinguistics: Annual Report Nr.1 1980. Nijmegen: MPI for Psycholinguistics.
  • Rowland, C. F. (2014). Understanding Child Language Acquisition. Abingdon: Routledge.

    Abstract

    Taking an accessible and cross-linguistic approach, Understanding Child Language Acquisition introduces readers to the most important research on child language acquisition over the last fifty years, as well as to some of the most influential theories in the field. Rather than just describing what children can do at different ages, Rowland explains why these research findings are important and what they tell us about how children acquire language. Key features include: Cross-linguistic analysis of how language acquisition differs between languages A chapter on how multilingual children acquire several languages at once Exercises to test comprehension Chapters organised around key questions that discuss the critical issues posed by researchers in the field, with summaries at the end Further reading suggestions to broaden understanding of the subject With its particular focus on outlining key similarities and differences across languages and what this cross-linguistic variation means for our ideas about language acquisition, Understanding Child Language Acquisition forms a comprehensive introduction to the subject for students of linguistics, psychology, and speech and language pathology. Students and instructors will benefit from the comprehensive companion website (www.routledge.com/cw/rowland) that includes a students’ section featuring interactive comprehension exercises, extension activities, chapter recaps and answers to the exercises within the book. Material for instructors includes sample essay questions, answers to the extension activities for students and PowerPoint slides including all the figures from the book
  • Senft, G., Östman, J.-O., & Verschueren, J. (Eds.). (2014). Culture and language use (Repr.). Shanghai: Shanghai Foreign Language Education Press.
  • Senft, G. (2014). Understanding Pragmatics. London: Routledge.

    Abstract

    Understanding Pragmatics takes an interdisciplinary approach to provide an accessible introduction to linguistic pragmatics. This book discusses how the meaning of utterances can only be understood in relation to overall cultural, social and interpersonal contexts, as well as to culture specific conventions and the speech events in which they are embedded. From a cross-linguistic and cross-cultural perspective, this book: • debates the core issues of pragmatics such as speech act theory, conversational implicature, deixis, gesture, interaction strategies, ritual communication, phatic communion, linguistic relativity, ethnography of speaking, ethnomethodology, conversation analysis, languages and social classes, and linguistic ideologies • incorporates examples from a broad variety of different languages and cultures • takes an innovative and transdisciplinary view of the field showing linguistic pragmatics has its predecessor in other disciplines such as philosophy, psychology, ethology, ethnology, sociology and the political sciences. Written by an experienced teacher and researcher, this introductory textbook is essential reading for all students studying pragmatics.
  • Seuren, P. A. M. (1998). Western linguistics: An historical introduction. Oxford: Blackwell.
  • Skiba, R. (1998). Fachsprachenforschung in wissenschaftstheoretischer Perspektive. Tübingen: Gunter Narr.
  • Sotaro, K., & Dickey, L. W. (Eds.). (1998). Max Planck Institute for Psycholinguistics: Annual report 1998. Nijmegen: Max Planck Institute for Psycholinguistics.
  • Terrill, A. (1998). Biri. München: Lincom Europa.

    Abstract

    This work presents a salvage grammar of the Biri language of Eastern Central Queensland, a Pama-Nyungan language belonging to the large Maric subgroup. As the language is no longer used, the grammatical description is based on old written sources and on recordings made by linguists in the 1960s and 1970s. Biri is in many ways typical of the Pama-Nyungan languages of Southern Queensland. It has split case marking systems, marking nouns according to an ergative/absolutive system and pronouns according to a nominative/accusative system. Unusually for its area, Biri also has bound pronouns on its verb, cross-referencing the person, number and case of core participants. As far as it is possible, the grammatical discussion is ‘theory neutral’. The first four chapters deal with the phonology, morphology, and syntax of the language. The last two chapters contain a substantial discussion of Biri’s place in the Pama-Nyungan family. In chapter 6 the numerous dialects of the Biri language are discussed. In chapter 7 the close linguistic relationship between Biri and the surrounding languages is examined.
  • Van Gijn, R., Hammond, J., Matić, D., Van Putten, S., & Galucio, A. V. (Eds.). (2014). Information structure and reference tracking in complex sentences. Amsterdam: Benjamins.

    Abstract

    This volume is dedicated to exploring the crossroads where complex sentences and information management – more specifically information structure and reference tracking – come together. Complex sentences are a highly relevant but understudied domain for studying notions of IS and RT. On the one hand, a complex sentence can be studied as a mini-unit of discourse consisting of two or more elements describing events, situations, or processes, with its own internal information-structural and referential organization. On the other hand, complex sentences can be studied as parts of larger discourse structures, such as narratives or conversations, in terms of how their information-structural characteristics relate to this wider context. The book offers new perspectives for the study of the interaction between complex sentences and information management, and moreover adds typological breadth by focusing on lesser studied languages from several parts of the world.

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