...how it affects language, and the cognitive process of language comprehension. Cognitive Processes Associated with Comprehension There are three processes concerning the cognitive processes associated with language comprehension. These processes begin with the perceptual processes that encode spoken or written words (Anderson, 2010). Parsing is the second stage, in which people try to extract as much information from every word in order to put meaning to a sentence. Individuals will use syntactic cues, such as word order to arrive at an interpretation of a sentence (Anderson, 2010). When sentences contain ambiguity, people will use the principle of minimal attachment to help them interpret a sentence. This is a process where a person will choose an interpretation of a sentence with minimal complications within its phrase structure (Anderson, 2010). When interpreting sentences without ambiguity people will tend to commit to an interpretation right away, this is known as immediacy of processing. When a person is unsure of the correct interpretation, and when they are hesitating because of ambiguity it may take a few seconds to determine the...
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...Simply defined, linguistics is the scientific study of language. Though various types of language studies (including grammar and rhetoric) can be traced back over 2,500 years, the era of modern linguistics is barely two centuries old. Kicked off by the late-18th-century discovery that many European and Asian languages descended from a common tongue (Proto-Indo-European), modern linguistics was reshaped, first, by Ferdinand de Saussure (1857-1913) and more recently by Noam Chomsky (born 1928). The systematic study of the nature, structure, and variation of language. Major subfields of linguistics include phonetics, phonology, morphology, syntax, semantics, pragmatics, and discourse analysis. The founder of modern structural linguistics was Ferdinand de Saussure (1857-1913), whose most influential work, Course in General Linguistics, was edited by his students and published in 1916. Source: An Introduction to Language by Victoria Fromkin and Robert Rodman, 6th Ed.) Part One: Introduction to Linguistics Every human knows at least one language, spoken or signed. Linguistics is the science of language, including the sounds, words, and grammar rules. Words in languages are finite, but sentences are not. It is this creative aspect of human language that sets it apart from animal languages, which are essentially responses to stimuli. The rules of a language, also called grammar, are learned as one acquires a language. These rules include phonology, the sound system, morphology, the...
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...INTRODUCTION Children’s acquisition of language has long been considered one of the uniquely defining characteristics of human behaviour. Still today, it is the commonly held belief that children acquire their mother tongue through imitation of the parents, caregivers or the people in their environment. Linguists too had the same conviction until 1957, when a then relatively unknown man, A. Noam Chomsky, propounded his theory that the capacity to acquire language is in fact innate. This revolutionized the study of language acquisition, and after a brief period of controversy upon the publication of his book, Aspects of the Theory of Syntax, in 1964, his theories are now generally accepted as largely true. As a consequence, he was responsible for the emergence of a new field during the 1960s, Developmental Psycholinguistics, which deals with children’s first language acquisition. He was not the first to question our hitherto mute acceptance of a debatable concept – long before, Plato wondered how children could possibly acquire so complex a skill as language with so little experience of life. Experiments have clearly identified an ability to discern syntactical nuances in very young infants, although they are still at the pre-linguistic stage. Children of three, however, are able to manipulate very complicated syntactical sentences, although they are unable to tie their own shoelaces, for example. Indeed, language is not a skill such as many others, like learning...
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...INTRODUCTION Children’s acquisition of language has been considered one of the uniquely defining characteristics of human behavior. Still today, it is the commonly held belief that children acquire their mother tongue through imitation of the parents, caregivers or the people in their environment. Linguists too had the same conviction until 1957, when a then relatively unknown man, A. Noam Chomsky, propounded his theory that the capacity to acquire language is in fact innate. This revolutionized the study of language acquisition, and after a brief period of controversy upon the publication of his book, Aspects of the Theory of Syntax, in 1964, his theories are now generally accepted as largely true. As a consequence, he was responsible for the emergence of a new field during the 1960s, Developmental Psycholinguistics, which deals with children’s first language acquisition. He was not the first to question our so far mute acceptance of a debatable concept – long before, Plato wondered how children could possibly acquire so complex a skill as language with so little experience of life. Experiments have clearly identified an ability to discern syntactical nuances in very young infants, although they are still at the pre-linguistic stage. Children of three, however, are able to manipulate very complicated syntactical sentences, although they are unable to tie their own shoelaces, for example. Indeed, language is not a skill such as many others, like learning to drive...
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...Second Language Acquisition and the Critical Period Hypothesis Second Language Acquisition Research: Theoretical and Methodological Issues Susan Gass and Jacquelyn Schachter, Editors Monographs on Research Methodology Second Language Acquisition and the Critical Period Hypothesis Edited by David Birdsong University of Texas LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS Mahwah, New Jersey London This edition published in the Taylor & Francis e-Library, 2009. To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk. Copyright © 1999 by Lawrence Erlbaum Associates, Inc. All rights reserved. No part of the book may be reproduced in any form, by photostat, microform, retrieval system, or any other means, without prior written permission of the publisher. Lawrence Erlbaum Associates, Inc., Publishers 10 Industrial Avenue Mahwah, NJ 07430 Cover design by Kathryn Houghtaling Lacey Library of Congress Cataloging-in-Publication Data Second language acquisition and the critical period hypothesis/ edited by David Birdsong. p. cm. — (Second language acquisition research) Chiefly papers presented at a conference held Aug. 1996, Jyväskylä, Finland. Includes bibliographical references and index. ISBN 0-8058-3084-7 (alk. paper) 1. Second language acquisition—Congresses. I. Series. P118.2.S428 1998 401′.93–dc21 98–42609 CIP ISBN 1-4106-0166-8 Master e-book ISBN CONTENTS Credits...
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...Linguistics Introduction the scientific study of language. The word was first used in the middle of the 19th century to emphasize the difference between a newer approach to the study of language that was then developing and the more traditional approach of philology. The differences were and are largely matters of attitude, emphasis, and purpose. The philologist is concerned primarily with the historical development of languages as it is manifest in written texts and in the context of the associated literature and culture. The linguist, though he may be interested in written texts and in the development of languages through time, tends to give priority to spoken languages and to the problems of analyzing them as they operate at a given point in time. The field of linguistics may be divided in terms of three dichotomies: synchronic versus diachronic, theoretical versus applied, microlinguistics versus macrolinguistics. A synchronic description of a language describes the language as it is at a given time; a diachronic description is concerned with the historical development of the language and the structural changes that have taken place in it. The goal of theoretical linguistics is the construction of a general theory of the structure of language or of a general theoretical framework for the description of languages; the aim of applied linguistics is the application of the findings and techniques of the scientific study of language to practical tasks, especially to the elaboration...
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...This page intentionally left blank The Study of Language This best-selling textbook provides an engaging and user-friendly introduction to the study of language. Assuming no prior knowledge of the subject, Yule presents information in short, bite-sized sections, introducing the major concepts in language study – from how children learn language to why men and women speak differently, through all the key elements of language. This fourth edition has been revised and updated with twenty new sections, covering new accounts of language origins, the key properties of language, text messaging, kinship terms and more than twenty new word etymologies. To increase student engagement with the text, Yule has also included more than fifty new tasks, including thirty involving data analysis, enabling students to apply what they have learned. The online study guide offers students further resources when working on the tasks, while encouraging lively and proactive learning. This is the most fundamental and easy-to-use introduction to the study of language. George Yule has taught Linguistics at the Universities of Edinburgh, Hawai’i, Louisiana State and Minnesota. He is the author of a number of books, including Discourse Analysis (with Gillian Brown, 1983) and Pragmatics (1996). “A genuinely introductory linguistics text, well suited for undergraduates who have little prior experience thinking descriptively about language. Yule’s crisp and thought-provoking presentation of key issues works...
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...Patterns of the Hypnotic Techniques of Milton H. Erickson, M.D. Vol. I Richard Bandler and John Grinder 1 We dedicate this book with the highest reverence to Ghost O.T. a little snow in summer and Mazda (the car for people who can hear) 2 Table of Contents .PREFACE……………………………………Vii AACKNOWLEDGMENTS. . . .. . . . . . . . . . . . . xi GGUIDE TO VOLUME I of Patterns of Erickson's Work 1 PART I Identification of Patterns of Erickson's Hypnotic Work. ………………………………………………..5 Introduction: The Map Is Not the Territory. . …... . . . 7 Preview of Patterns. . . . . .. . . . . . ….. . . . . . . . . . .. 15 The Interspersal Hypnotic Technique for Symptom Correction and Pain Control. . . . . . . . ………... . . .. 26 Basic Trance Induction, with Commentary. . .. . .. 51 A Special Inquiry with Aldous Huxley into the Nature and Character of Various States of Consciousness, with Commentary. . . . . . . … . . . ………… . . . . .. 59 PARTII Familiarization with Patterns of Erickson's Hypnotic Work. . . . . . . ….. . . . . . . . …... . . . . . .. 127 Introduction. . . . . . . . . .. . . . . . . . . . . . . . . . .. 129 PART II (continued) Pacing, Distraction and Utilization of the Dominant Hemisphere. . . . . . . . . . . . . . . . . . . . . . …….. . . .. 137 Accessing the Non-Dominant Hemisphere. . . . .. 179 Conclusion to Part II ……………………………201 PART III Construction of the Patterns of Erickson's Hypnotic Work. . . , . . . , , , . . . , ……………….. . . , . . . . ,. 205 Introduction. . . ,...
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...-“Strauss versus Brains and Genes or the postmodern vengeful return of positivism.” This essay first started as an answer to what I deemed very problematic, i.e. the disputation which I found in bad faith (un-authentic to use a philosophical term or an existentialist term), of the mediatic, dashing Harvard cognitivist/linguist, Steven Pinker, in his article “Neglected novelists, embattled English professors, tenure-less historians, and other struggling denizens of the Humanities, Science is not your Enemy—a plea for an intellectual truce,” (The New Republic--August 19). Then the counter-arguments against Steven Pinker’s conception of the “human animal” developed into an essay arguing that the New Positivism, not science, or technology per say, was the enemy of humanism and its avatars as such. The point is not to become a postmodern anti-scientific Luddite. Genomics are changing the world in ways we barely imagine yet and will re-define what it means to be human (a becoming already imagined by science fiction writers, social critics and critical thinkers such as the feminist Donna Haraway with her “Cyborg”). The point is also not to turn “anti-brainiac.” Without a brain we would become vegetative, a vegetal…, i.e. a purely “natural body,” a “zombie.” If we make use of this “computer” allegory which is an analog but not a homologue, and which is used ad nauseam used by psycho-biologists, without a hard-drive there is no software. But is this a reason to say that the software...
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...A HISTORY OF THE ENGLISH LANGUAGE COURSE GUIDE Professor Michael D.C. Drout WHEATON COLLEGE A History of the English Language Professor Michael D.C. Drout Wheaton College Recorded Books™ is a trademark of Recorded Books, LLC. All rights reserved. A History of the English Language Professor Michael D.C. Drout Executive Producer John J. Alexander Executive Editor Donna F. Carnahan RECORDING Producer - David Markowitz Director - Matthew Cavnar COURSE GUIDE Editor - James Gallagher Design - Ed White Lecture content ©2006 by Michael D.C. Drout Course guide ©2006 by Recorded Books, LLC 72006 by Recorded Books, LLC Cover image: © PhotoDisc #UT088 ISBN: 978-1-4281-1730-3 All beliefs and opinions expressed in this audio/video program and accompanying course guide are those of the author and not of Recorded Books, LLC, or its employees. Course Syllabus A History of the English Language About Your Professor...................................................................................................4 Introduction Lecture 1 ...............................................................................................................5 The Foundations of Language: Brain, Development, Acquisition ......................................................................6 Signs and Meanings: Semantics .........................................................13 Sounds of Language: Phonetics..........................................................20 Sound...
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...Second Language Acquisition and Second Language Learning Stephen D Krashen University of Southern California Copyright © 1981 Stephen Krashen All Rights Reserved. This publication may be downloaded and copied without charge for all reasonable, non-commercial educational purposes, provided no alterations in the text are made. First printed edition 1981 by Pergamon Press Inc. Print Edition ISBN 0-08-025338-5 First internet edition December 2002 i Acknowledgments I would like to thank the following journals and organizations for granting permission to reprint material: Newbury House, the Center for Applied Linguistics, Language Learning, TESOL, the SPEAQ Journal, Academic Press. I have had a great deal of help and feedback from many people in writing this book. Among the many scholars and friends I am indebted to are Marina Burt, Earl Stevick, Heidi Dulay, Robin Scarcella, Rosario Gingras, Nathalie Bailey, Carolyn Madden, Georgette Ioup, Linda Galloway, Herbert Seliger, Noel Houck, Judith Robertson, Steven Sternfeld, Batyia Elbaum, Adrian Palmer, John Oller, John Lamendella, Evelyn Hatch, John Schumann, Eugene Brière, Diane Larsen-Freeman, Larry Hyman, Tina Bennet, Ann Fathman, Janet Kayfetz, Ann Peters, Kenji Hakuta, Elinor Ochs, Elaine Andersen, Peter Shaw, and Larry Selinker. I also would like to express my thanks to those scholars whose work has stimulated my own thinking in the early stages of the research reported on here: John Upshur, Leonard Newmark, and S...
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