In this classic, the world's expert on language and mind lucidly explains everything you always wanted to know about language: how it works, how children learn it, how it changes, how the brain computes it, and how it evolved. With deft use of examples of humor and wordplay, Steven Pinker weaves our vast knowledge of language into a compelling story: language is a human instinct, wired into our brains by evolution. The Language Instinct received the William James Book Prize from the American Psychological Association and the Public Interest Award from the Linguistics Society of America. This edition includes an update on advances in the science of language since The Language Instinct was first published.
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.
This book is the first to provide a comprehensive, state-of-the-art overview of this important field. It contains 10 chapters written by world-leading experts, which discuss influential theories of sentence processing and important experimental evidence, with a focus on recent developments in the area. The chapters also analyse research that has investigated how people process the structure and meaning of sentences, and how sentences are understood within their context.
This comprehensive and authoritative work will appeal to students and researchers in the field of sentence processing, as well anyone with an interest in psychology and linguistics.
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 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.
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 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.
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.
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 volume contains 18 chapters that are organized in four main sections dedicated to broad fields in ELT. The first, “Issues in Grammar Teaching and EAP,” starts with a paper by David Newby on his very individual take on a cognitive-communicative grammar. This important contribution sketches a hybrid grammar model with underpinnings in recent findings in cognitive linguistics. The second section, entitled “Teaching Expressivity and Culture” offers a diverse array of studies that include, among other contributions, a systematic survey of English address forms used by non-native speakers by Josef Nevařil and Blanka Babická, and a paper on the heterogeneous situation of English and French as competitors in Cameroon by Samuel Atechi. Section number three is the most technical with studies on “Methodology, Technology and ELT.” This section also spans across all levels of language teaching. In it, Natalia Orlova for example analyzes the self-perception of teachers. The final section collects shorter contributions, including, for example, reflections on a networked teaching of tenses by Stanislava Kaiserová.