An innovative and unified grammar of sentence intonation, applied to six Romance languages (French, Italian, Spanish, Portuguese, Catalan and Romanian).
This book offers contemporary perspectives on English pronunciation teaching and research in the context of increasing multilingualism and English as an international language.
Applying insights from variationist linguistics to historical change mechanisms that have affected the consonantal system of English, Daniel Schreier reports findings from a historical corpus-based study on the reduction of particular consonant clusters and compares them with similar processes in synchronic varieties, thus defining consonantal change as a phenomenon involving psycholinguistics, sociolinguistics, phonological theory and contact linguistics.
English Pronunciation for Speakers of Spanish fills a gaping hole in the market for books on English phonetics and pronunciation because it not only combines theoretical issues and applications to practice, but it also adopts a contrastive English-Spanish approach to better suit the needs of Spanish-speaking learners of English (SSLE), enabling them to build gradually on the knowledge gained in each chapter.
This book updates the latest research in the field of 'English pronunciation', providing readers with a number of original contributions that represent trends in the field.
This volume of new work by prominent phonologists goes to the heart of current debates in phonological and linguistic theory: should the explanation of phonological variety be constraint or rule-based and, in the light of the resolution of this question, how in the mind does phonology interface with other components of the grammar.
The central assertion in this volume is that the young child uses general skills, scaffolded by adults, to acquire the complex knowledge of sound patterns and the goal-directed behaviors for communicating ideas through language and producing speech.
First published in 1936, this book is intended to provide an outline of Anglo-Saxon grammar for beginners, focusing on well-selected, succinctly stated rules rather than giving a detailed survey.
A growing body of evidence supports the benefits of high-quality parent interventions for building social and communication skills in 0- to 5-year-olds with autism spectrum disorder (ASD).
Students of linguistics and English language with no previous knowledge of word-formation or of morphology at all will find English Word-Formation an accessible and stimulating textbook.
Problems and Perspectives- Studies in the Modern French Language looks at a number of interesting or problematic areas in the phonology, morphology, syntax and lexis of the French language and encourages the reader to think critically about different ways of approaching, describing and explaining these issues or data.
This book explores the role of phonological templates in early language use from the perspective of usage-based phonology and exemplar models and within the larger developmental framework of Dynamic Systems Theory.
First published in 1980, this book questions many of the assumptions that have accumulated around the subject of intonation as it occurs in spontaneous speech, as well as texts read aloud.
This book provides a state-of-the-art survey of intonation and prosody from a phonological perspective, for advanced students and researchers in phonology.
This book provides state-of-the-art coverage of research in laboratory phonology, an interdisciplinary research perspective which brings a wide range of experimental and analytic tools to bear on the central questions of how knowledge of spoken language is structured, learned, and used.
The new edition of the leading textbook for English applied phonetics and phonology A leading textbook for English Phonetics and Phonology, the fourth edition of Applied English Phonology is an accessible, authoritative introduction to the English sound system.
This work, first published in 1980, was a doctoral dissertation submitted to the Department of Foreign Literatures and Linguistics of the Massachusetts Institute of Technology in 1972.
The central assertion in this volume is that the young child uses general skills, scaffolded by adults, to acquire the complex knowledge of sound patterns and the goal-directed behaviors for communicating ideas through language and producing speech.