Animal tracks, word magic, the speech of stones, the power of letters, and the taste of the wind all figure prominently in this intellectual tour de force that returns us to our senses and to the sensuous terrain that sustains us. This major work of ecological philosophy startles the senses out of habitual ways of perception.
For a thousand generations, human beings viewed themselves as part of the wider community of nature, and they carried on active relationships not only with other people with other animals, plants, and natural objects (including mountains, rivers, winds, and weather patters) that we have only lately come to think of as "inanimate." How, then, did humans come to sever their ancient reciprocity with the natural world? What will it take for us to recover a sustaining relation with the breathing earth?
In The Spell of the Sensuous David Abram draws on sources as diverse as the philosophy of Merleau-Ponty, Balinese shamanism, Apache storytelling, and his own experience as an accomplished sleight-of-hand of magician to reveal the subtle dependence of human cognition on the natural environment. He explores the character of perception and excavates the sensual foundations of language, which--even at its most abstract--echoes the calls and cries of the earth. On every page of this lyrical work, Abram weaves his arguments with a passion, a precision, and an intellectual daring that recall such writers as Loren Eisleley, Annie Dillard, and Barry Lopez.
Top SLA researchers and applied linguists lend their expertise on matters such as foreign language across curriculum programs, testing, online learning, the incorporation of linguistic variation into the classroom, heritage language learners, the teaching of translation, the effects of study abroad and classroom contexts on learning, and other pedagogical issues. Other common themes of The Art of Teaching Spanish include the rejection of the concept of a monolithic language competence, the importance of language as social practice and cultural competence, the psycholinguistic component of SLA, and the need for more cross-fertilization from related fields.
Gesture and Thought expands on McNeill’s acclaimed classic Hand and Mind. While that earlier work demonstrated what gestures reveal about thought, here gestures are shown to be active participants in both speaking and thinking. Expanding on an approach introduced by Lev Vygotsky in the 1930s, McNeill posits that gestures are key ingredients in an “imagery-language dialectic” that fuels both speech and thought. Gestures are both the “imagery” and components of “language.” The smallest element of this dialectic is the “growth point,” a snapshot of an utterance at its beginning psychological stage. Utilizing several innovative experiments he created and administered with subjects spanning several different age, gender, and language groups, McNeill shows how growth points organize themselves into utterances and extend to discourse at the moment of speaking.
An ambitious project in the ongoing study of the relationship of human communication and thought, Gesture and Thought is a work of such consequence that it will influence all subsequent theory on the subject.
Or did we? Portions of the human brain are also devoted to reading. Children learn to read at a very young age and can seamlessly absorb information even more quickly through reading than through hearing. We know that we didn’t evolve to read because reading is only a few thousand years old.
In "Harnessed," cognitive scientist Mark Changizi demonstrates that human speech has been very specifically “designed” to harness the sounds of nature, sounds we’ve evolved over millions of years to readily understand. Long before humans evolved, mammals have learned to interpret the sounds of nature to understand both threats and opportunities. Our speech—regardless of language—is very clearly based on the sounds of nature.
Even more fascinating, Changizi shows that music itself is based on natural sounds. Music—seemingly one of the most human of inventions—is literally built on sounds and patterns of sound that have existed since the beginning of time.
The volume is distinguished in three ways:
* Following a Vygotskyan perspective on development, the studies assume that language learning is a fundamentally pragmatic enterprise, intrinsically linked to language use. This breaks from a more traditional understanding of second and foreign language learning, which has viewed learning and use as two distinct phenomena. The importance of classroom interaction to additional language development is foregrounded.
* The investigations reported in this book are distinguished by their methodological approach. Because language learning is assumed to be a situated, context-sensitive, and dynamic process, the studies do not rely on traditional experimental methods for collecting and analyzing data, but rather, they involve primarily the use of ethnographic and discourse analytic methods.
* The studies focus on interactional practices that promote second and foreign language learning. Although a great deal of research has examined first language learning in classrooms from a sociocultural perspective, little has looked at second and foreign language classrooms from such a perspective. Thus there is a strong need for this volume of studies addressing this area of research.
Researchers, teacher educators, and graduate students across the fields of second and foreign language learning, applied linguistics, and language education will find this book informative and relevant. Because of the programmatic implications arising from the studies, it will also appeal to teacher educators and teachers of second and foreign languages from the elementary to the university levels.
The redesigned fourth edition of Second Language Acquisition retains the features that students found useful in the current edition but also provides new pedagogical tools that encourage students to reflect upon the experiences of second language learners. As with previous editions, discussion questions and problems at the end of each chapter help students apply their knowledge, and a glossary defines and reinforces must-know terminology. This clearly-written, comprehensive, and current textbook, by expert Sue Gass, is the ideal textbook for the introductory SLA course in second language studies, applied linguistics, linguistics, TESOL, and language education programs.
From the Trade Paperback edition.
* Understand key terms and concepts in phonology and phonetics
* Become aware of current issues and debates in research and apply these to pronunciation teaching, particularly in EIL contexts
* Conduct phonological analysis of learner language, including phonemic transcription
* Diagnose and assess learner's pronunciation difficulties and needs
* Plan a structured pronunciation syllabus
The book assumes no prior knowledge and is a key resource for both newcomers and experienced practitioners in the fields of English Language Teaching as well as students of applied linguistics.
This volume is of great interest to scholars and professionals in the disciplines of social and cognitive psychology, psycholinguistics, and second language acquisition, as well as cognitive and other fields of linguistics where scholars have interests in pragmatics, metaphor, symbol, discourse, and narrative. Some knowledge of the empirical and experimental methods used in language research, as well as some familiarity with theories underlying the use, comprehension, and processing of figurative language would be helpful to readers of this book.
Pursuing such topics as narrative gaps, mental simulation in reading, theory of mind, and folk psychology, these essays address fundamental questions about the role of cognitive processes in literary narratives and in narrative comprehension. Stories and Minds reveals the rich possibilities for research along the nexus of narrative and mind.
The examination of corrective feedback episodes and learners' private speech uses recorded speech and stimulated recall interviews recorded over the period of a year. The main focus is on Corrective Feedback episodes, and explains not only the language used in class but also teacher's and learner's own perceptions. It will be of interest to researchers in applied linguistics and second language acquisition, especially those involved with Japanese as a second or other language.
research on the study of cognitive processing in bilingual individuals. The
contributors include well-known figures in the field and promising new
scholars, representing four continents and work in dozens of languages.
Instead of the social, political, or educational implications of
bilingualism, the focus is on how bilingual people (mostly adults) think
and process language.
The Second International Conference on the Neural and Motor Aspects of Handwriting attracted contributions from experimental psychologists, neuropsychologists, neurologists, linguists, biophysicists, and computer scientists from 12 countries.
This volume, the proceedings of the conference, features clinical studies of the neural basis of agraphia and dysgraphia from brain-damaged patients. The motor aspects of handwriting are further extended to new areas of interests. Research on handwriting in the English, Chinese and Japanese languages forms the first attempt in the field to investigate handwriting from the psycholinguistic perspective of different languages.
The genius of Bates is founded on a deep dedication to science, supported by an enduring sense of humor. The volume is introduced by the editors' collection of "Bates's aphorisms," the wisdom of which guide much of the field today: "[T]he human capacity for language could be both innate and species-specific, and yet involve no mechanisms that evolved specifically and uniquely for language itself. Language could be viewed as a new machine constructed entirely out of old parts." (Bates & MacWhinney, 1989) The volume also contains a list of her many important publications, as well as some personal reflections of some of the contributors, noting ways in which she made a difference in their lives.
Beyond Nature-Nurture: Essays in Honor of Elizabeth Bates appeals to international scholars in the fields of developmental psycholinguistics, cognitive science, crosslinguistic research, and both child and adult language disorders. It is a state-of-the-art overview of many areas of cognitive science, and can be used in a graduate-level classroom in courses designed as seminars in any of these topics.
The text uses sociocultural theory as its foundational stance to empirically examine the dynamics of these interactions. It seeks to understand meaning making in all of its social, linguistic and cultural complexity. Each chapter examines how it is that culturally and historically situated meanings get negotiated through social mediation in online instructional venues. It extends the ways we think and talk about online teaching and learning.
Contemporary Task Based Language Teaching in Asia looks at the drivers, stakeholders and obstacles across the region. Some countries have adapted TBLT to deal with the local constraints, others have found it hard to apply and many are still in the process of investigating its implementation in their specific contexts. This collection is important to all involved in language development, from curriculum reform to materials development. It assists from programme evaluation to the setting of assessment standards. The chapters cover all aspects of language education across Asia, from primary to tertiary, private and public education, as well as innovations at local, regional and national levels.
The best and most authoritative handbook in the field, The Handbook of Adult Language Disorders is the definitive reference for clinicians and researchers working in the scientific investigation of aphasia.
The first two chapters provide an overview of first and second language phonology, and are also discussed under OT framework in chapter 3. Chapter 4 serves to highlight the syllable structure of Turkish and English and addresses a number of partially overlapping themes: synchronic and diachronic analysis of English and Turkish consonant inventory, loan phonology, and prosodic development. The remaining chapters provide a detailed presentation of the novel empirical results, along with a discussion of its wider implications in phonological theory and phonological acquisition.
Indispensable for students and researchers working in the areas of phonological theory and phonological acquisition, this volume will also appeal to applied linguists and speech language pathologists.
Working closely with Ruth Berman and Dan Slobin, the new editors have brought together a wide range of scholars who, inspired by the 1994 book, have all used Mercer Mayer's Frog, Where Are You? as a basis for their research. The new book, which is divided into two parts, features a broad linguistic and cultural diversity. Contributions focusing on crosslinguistic perspectives make up the first part of the book. This part is concluded by Dan Slobin with an analysis and overview discussion of factors of linguistic typology in frog-story research.
The second part offers a variety of theoretical and methodological perspectives, all dealing with contextual variation of narrative construction in a wide sense: variation across medium/modality (speech, writing, signing), genre variation (the specific frog story narrative compared to other genres), frog story narrations from the perspective of theory of mind, and from the perspective of bilingualism and second language acquisition. Several of the contributions to the new book manuscript also deal with developmental perspectives, but, in distinction to the 1994 book, that is not the only focused issue. The second part is initiated by Ruth Berman with an analysis of the role of context in developing narrative abilities.
The new book represents a rich overview and illustration of recent advances in theoretical and methodological approaches to the crosslinguistic study of narrative discourse. A red thread throughout the book is that crosslinguistic variation is not merely a matter of variation in form, but also in content and aspects of cognition. A recurrent perspective on language and thought is that of Dan Slobin's theory of "thinking for speaking," an approach to cognitive consequences of linguistic diversity. The book ends with an epilogue by Herbert Clark, "Variations on a Ranarian Theme."
This volume is intended to provide graduate students, teachers, and researchers in language education with insights into the struggles that characterize the professional development of language educators. Both readers and contributors should use the stories to view their own professional lives from fresh perspectives -- and be inspired to reflect in new ways on the ideological, ethical, and philosophical underpinnings of their professional personae.
The book reports several studies to examine the descriptions of static and dynamic spatial scenes which involve, among others, spatial relationals such as left-right, front-back, besides, in, on, to, toward, pass by, away, and cause to move. The findings suggest that language users construct a spatial relation between the objects in a given time, employ a reference frame, which may not be encoded in the message, and use the same conceptual structure consisted of BE-AT for static spatial situations and GO-BE-AT for static dynamic situations.
The focus of the book is both theoretical and descriptive. The authors consider it important that theory and description should develop in parallel, with constant interchange between the two. The major descriptive component is an account of the most general features of the ideational semantics of English, which is then exemplified in two familiar text types (recipes and weather forecasts). There is also a brief reference to the semantics of Chinese. Theoretical issues are raised throughout as they become relevant to the discussion, with the theoretical base being drawn from systemic functional linguistics. Both the theoretical and descriptive proposals offered in the book are compared and contrasted with approaches deriving from AI, cognitive science and cognitive linguistics.
The book is directed to students of linguistics, biology, anthropoloy, anatomy, physiology, neurology, psychology, archeology, paleontology, and other related fields. A better understanding of speech pathology may stem from a better understanding of the relationship of human communication to the evolution of our species. The book is conceived as a timely contribution to such knowledge since it allows, for the first time, a systematic assessment of the origins of human language from a comprehensive array of scientific viewpoints.
Emphasizing the unique and sometimes competing demands of listener and speaker, the author examines resulting asymmetries between production and comprehension. The text offers examples of the interpretation of word order and pronouns by listeners, and word order freezing and referential choice by speakers. It is explored why the usual symmetry breaks down in children but also sometimes in adults.
Gathering contemporary insights from theoretical linguistic research, psycholinguistic studies and computational modeling, Asymmetries between Language Production and Comprehension presents a unified explanation of this phenomenon.
“Through a lucid, comprehensive review of acquisition studies on reference-related phenomena, Petra Hendriks builds a striking case for the pervasiveness of asymmetries in comprehension/production. In her view, listeners systematically misunderstand what they hear, and speakers systematically fail to prevent such misunderstandings. She argues that linguistic theory should take stock of current psycholinguistic and developmental evidence on optionality and ambiguity, and recognize language as a signaling system. The arguments are compelling yet controversial: grammar does not specify a one-to-one correspondence between form and meaning; and the demands of the mapping task differ for listeners and speakers. Her proposal is formalized within optimality theory, but researchers working outside this framework will still find it of great interest. In the language-as-code vs. language-as-signal debate, Hendriks puts the ball firmly in the other court.” Ana Pérez-Leroux, University of Toronto, Canada