It discusses the structure and content of the human word-store or mental lexicon with particular reference to the spoken language of native English speakers.

    An indispensable store of information on the English language, written by some of the best-known grammarians in the world.

    What do I set up as aims for my next lesson with this class and what kind of activities will help to achieve those aims? How do I deal with this reading text in class? What amount of out-of-class work can I reasonably expect my learners to do? How do I make best use of a textbook I am not entirely happy with? These are just a few examples of the many questions typically asked by teachers which she addresses in this book.Although insights from research can help, there are no 'right answers' provided. Instead, the aim is to give you a solid foundation of knowledge which you can use to evaluate and apply your own ideas about teaching and learning.The book is organized into four parts.- Part One ('A framework for teaching and learning') looks at insights from research into learners, learning, and language in use and discusses how these have influenced methodology and materials in ELT. Specific topics covered include: the use of communicative tasks in the classroom, the concept of learner strategies and how you can train your students to develop them, the growth of interactive methodology and its consequences in changing the roles of teacher and learner.- Part Two ('Teaching the language system') focuses on vocabulary and grammar, and Part Three ('Developing the language skills') on the traditional four language skills of listening, speaking, reading, and writing. There is also discussion of how these different areas fit together.- Part Four ('Planning and assessing learning') moves on to wider issues. Chapter 10 on course design refers back to topics covered earlier in the book. Chapter 11 deals with the relationship between teaching and different forms of assessment.There is an Introductory task at the start of each chapter (with supporting guidance notes), as well as a Discussion topics and projects section - which can be used for group discussion - at the end.The book also has a complete glossary, further reading suggestions at the end of each chapter, a bibliography, and a full index.

    Professor Lynne Murphy is on the linguistic front line. In The Prodigal Tongue she explores the fiction and reality of the special relationship between British and American English. By examining the causes and symptoms of American Verbal Inferiority Complex and its flipside, British Verbal Superiority Complex, Murphy unravels the prejudices, stereotypes and insecurities that shape our attitudes to our own language.With great humo(u)r and new insights, Lynne Murphy looks at the social, political and linguistic forces that have driven American and British English in different directions: how Americans got from centre to center, why British accents are growing away from American ones, and what different things we mean when we say estate, frown, or middle class. Is anyone winning this war of the words? Will Yanks and Brits ever really understand each other?

    This makes it especially suitable if you are a trainee teacher or a practising teacher working independently to develop your professional knowledge. It is written in a clear, readable style without unnecessary technical jargon - this has helped to make it a standard text for trainee teachers throughout the world.There are evaluations and case studies throughout the book so that you can see a practical context for the research ideas you are reading about. Many of these examples are taken directly from real first and second language classrooms. There are also a number of opportunities for you to practise some of the observation and analysis techniques which are used in the research described in the book.The book is organized into seven chapters:Chapter 1: 'Language Learning in early childhood' (Includes a new section on childhood bilingualism.)Chapter 2: 'Explaining second language learning' (Includes new material for the 3rd edition on skill learning, connectionism, and the 'noticing hypothesis'.)Chapter 3: 'Individual differences in second language learning' (Topics covered include: intelligence, aptitude, learning styles, personality, motivation and attitudes, identity and ethic group affiliation, and learner beliefs.)Chapter 4: 'Learner language' (Describes the features and sequence of language development and includes discussion of how second language learning is affected by the student's first language)Chapter 5: 'Observing learning and teaching in the second language' (Looks at different learning environments and then discusses ways of observing and reporting on them.)Chapter 6: 'Second language learning in the classroom' (Contains six practical proposals for classroom teaching based on research findings and insights.)Chapter 7: 'Popular ideas about language learning revisited' (The authors list and give their personal perspective on some commonly held beliefs about language learning.)There is a Glossary to explain new and technical terms used in the book. There is also a list of suggestions for further reading at the end of each chapter, as well as a full bibliography at the end of the book.

    In this, his most comprehensive and accessible study of influence, Bloom leads us through the labyrinthine paths which link the writers and critics who have informed and inspired him for so many years. The result is "a critical self-portrait," a sustained meditation on a life lived with and through the great works of the Western canon: Why has influence been my lifelong obsessive concern? Why have certain writers found me and not others? What is the end of a literary life?Featuring extended analyses of Bloom's most cherished poets—Shakespeare, Whitman, and Crane—as well as inspired appreciations of Emerson, Tennyson, Browning, Yeats, Ashbery, and others, The Anatomy of Influence adapts Bloom's classic work The Anxiety of Influence to show us what great literature is, how it comes to be, and why it matters. Each chapter maps startling new literary connections that suddenly seem inevitable once Bloom has shown us how to listen and to read. A fierce and intimate appreciation of the art of literature on a scale that the author will not again attempt, The Anatomy of Influence follows the sublime works it studies, inspiring the reader with a sense of something ever more about to be.

    The idea that his foray into meth production was not merely a dalliance with darkness, but was actually a full-blown awakening intrigued us. And most of all, the idea that we came to have no respect for the protagonist of our favorite show utterly fascinated us.We couldn’t look away.Breaking Down Breaking Bad attempts to poke into the dark corners of Walter White’s mind, explore the traits that make this show special, and revels in the joy of what is arguably the best drama ever to appear on television. In doing so, it also peels back the layers of what makes characters like Jesse Pinkman tick, explores why we were so drawn to characters like Gus Fring and Mike Ehrmantraut, and relives some of the greatest moments of this already legendary show.Because the show may be gone, but the conversation about it certainly isn’t.Eric San Juan is the coauthor of A Year of Hitchcock (Scarecrow Press 2009) and Hitchcock’s Villains (Scarecrow Press 2013), as well as Geek Wisdom (Quirk Books 2011) and other books. Before Breaking Bad came along, he thought Deadwood was the greatest thing since sliced bread. He still thinks it’s pretty damn good.

    You may find it for free on the web. Purchase of the Kindle edition includes wireless delivery.

    It is designed to take absolute beginners to a point where they can approach the current literature in the subject. It contains numerous in-text exercises which involve the reader in doing morphology by formulating hypotheses and testing them against data from English and numerous other languages. Although primarily intended to be a course book for use on morphology courses, it will also be useful for students taking courses in the closely related sub-fields of phonology and syntax. The book is divided into three parts:. Part 1 surveys traditional and structuralist notions of word-structure which still provide the necessary background to morphological investigations. Part 2 explores the relationship between the lexicon, morphology and phonology in current generative grammar. Part 3 examines issues in the interaction between the lexicon, morphology and syntax.

    In these essays the minimalist approach to linguistic theory is formulated and progressively developed. Building on the theory of principles and parameters and, in particular, on principles of economy of derivation and representation, the minimalist framework takes Universal Grammar as providing a unique computational system, with derivations driven by morphological properties, to which the syntactic variation of languages is also restricted. Within this theoretical framework, linguistic expressions are generated by optimally efficient derivations that must satisfy the conditions that hold on interface levels, the only levels of linguistic representation. The interface levels provide instructions to two types of performance systems, articulatory-perceptual and conceptual-intentional. All syntactic conditions, then, express properties of these interface levels, reflecting the interpretive requirements of language and keeping to very restricted conceptual resources.The EssaysPrinciples and Parameters TheorySome Notes on Economy of Derivation and RepresentationA Minimalist Program for Linguistic TheoryCategories and Transformations in a Minimalist Framework

    But humans are more than computers, and the cutting-edge research in cognitive science is increasingly focused on the more mysterious, creative aspects of the mind. The Way We Think is a landmark synthesis that exemplifies this new direction. The theory of conceptual blending is already widely known in laboratories throughout the world; this book is its definitive statement. Gilles Fauconnier and Mark Turner argue that all learning and all thinking consist of blends of metaphors based on simple bodily experiences. These blends are then themselves blended together into an increasingly rich structure that makes up our mental functioning in modern society. A child's entire development consists of learning and navigating these blends. The Way We Think shows how this blending operates; how it is affected by (and gives rise to) language, identity, and concept of category; and the rules by which we use blends to understand ideas that are new to us. The result is a bold, exciting, and accessible new view of how the mind works.

     Second edition of a popular introductory textbook, combining breadth of coverage, practical examples, and student-friendly features Includes new sections on metaphor, framing, stance and style, multimodal discourse, and Gricean pragmatics Considers a variety of approaches to the subject, including critical discourse analysis, conversation analysis, interactional and variationist sociolinguistics, ethnography, corpus linguistics, and other qualitative and quantitative methods Features detailed descriptions of the results of discourse analysts' work Retains and expands the useful student features, including discussion questions, exercises, and ideas for small research projects.

    Certainly we do not think it is the basis of the mind. We think of stories and parables from Aesop's Fables or The Thousand and One Nights, forexample, as exotic tales set in strange lands, with spectacular images, talking animals, and fantastic plots--wonderful entertainments, often insightful, but well removed from logic and science, and entirely foreign to the world of everyday thought. But Mark Turner argues that this common wisdom iswrong. The literary mind--the mind of stories and parables--is not peripheral but basic to thought. Story is the central principle of our experience and knowledge. Parable--the projection of story to give meaning to new encounters--is the indispensable tool of everyday reason. Literary thoughtmakes everyday thought possible. This book makes the revolutionary claim that the basic issue for cognitive science is the nature of literary thinking.In The Literary Mind, Turner ranges from the tools of modern linguistics, to the recent work of neuroscientists such as Antonio Damasio and Gerald Edelman, to literary masterpieces by Homer, Dante, Shakespeare, and Proust, as he explains how story and projection--and their powerful combination inparable--are fundamental to everyday thought. In simple and traditional English, he reveals how we use parable to understand space and time, to grasp what it means to be located in space and time, and to conceive of ourselves, other selves, other lives, and other viewpoints. He explains the roleof parable in reasoning, in categorizing, and in solving problems. He develops a powerful model of conceptual construction and, in a far-reaching final chapter, extends it to a new conception of the origin of language that contradicts proposals by such thinkers as Noam Chomsky and Steven Pinker.Turner argues that story, projection, and parable precede grammar, that language follows from these mental capacities as a consequence. Language, he concludes, is the child of the literary mind.Offering major revisions to our understanding of thought, conceptual activity, and the origin and nature of language, The Literary Mind presents a unified theory of central problems in cognitive science, linguistics, neuroscience, psychology, and philosophy. It gives new and unexpected answers toclassic questions about knowledge, creativity, understanding, reason, and invention.

    With hundreds of new examples pulled from everyday life, Junk English 2 shows how our language has become so pliable and flabby that the more we read and hear, the less we know.