This book brings together twelve previously unpublished language profiles based on the original Language Assessment, Remediation and Screening Procedure (LARSP). The languages featured are: Afrikaans, Bulgarian, Cantonese, Finnish, Greek, Hindi, Hungarian, Japanese, Kannada, Korean, Malay and Swedish. Each chapter includes a grammatical sketch of the language, details of typical language development in speakers of the language, as well as a description of and justification for the profile itself. The book will be an invaluable resource for speech-language pathologists and others wishing to analyse the grammatical abilities of individuals speaking one of these languages. This new collection complements a previous book in this series on the same theme: Assessing Grammar: The Languages of LARSP (Ball et al., 2012,).
This book brings together 12 previously unpublished language profiles based on the original Language Assessment, Remediation and Screening Procedure (LARSP). The languages featured are: Bangla, Croatian, Colombian Spanish, Inuktitut, Norwegian, Portuguese, Russian, Slovak, Slovenian, Swahili, Tamil and Turkish. Some of these languages are included as they are likely to be encountered as home languages of clients by speech-language therapists and pathologists working in the UK, the US, Australia and elsewhere. Others are included because they are languages found where speech-language pathology services are provided, but where no grammatical profile already exists. The collection will be an invaluable resource book for speech-language pathologists who wish to analyse and assess the grammatical abilities of their clients who speak one of these languages. This new collection complements previous books in this series on the same theme and together they cover 34 languages of the world.
This collection brings together versions of the Language Assessment Remediation and Screening Procedure (LARSP) in thirteen different languages from around the world. It will be an invaluable resource for speechlanguage pathologists in many different countries, and for those wishing to analyse the grammatical abilities of clients of many linguistic backgrounds.
These lectures provide a basic introduction to the linguistic theory known as Cognitive Grammar. It is argued that a conceptualist semantics, well motivated in its own terms, provides the basis for a symbolic view of grammar. Consisting in the structuring and symbolization of conceptual content, grammar is inherently meaningful, and basic grammatical notions have conceptual characterizations. An account is given of grammatical categories, markings, and constructions. A number of central topics are examined in detail, including subjects, possessives, locatives, voice, and impersonals.
This volume provides an introduction to the English Profile Programme and discusses its latest findings. English Profile in Practice is an essential resource for teachers, syllabus designers, educational planners, language testers, and other ELT professionals working with the Common European Framework of Reference (CEFR). It includes: information about the English Vocabulary Profile, which describes the words and phrases learners of English know and use at each level of the CEFR; fascinating insights into the English Grammar Profile, exploring what it means to develop grammatical proficiency; discussion about what language learners' output 'looks like' at each of the CEFR levels; and information about how English Profile research is being used in the field of ELT.
Errors in Language Learning and Use is an up-to-date introduction and guide to the study of errors in language, and is also a critical survey of previous work. Error Analysis occupies a central position within Applied Linguistics, and seeks to clarify questions such as `Does correctness matter?', `Is it more important to speak fluently and write imaginatively or to communicate one's message?' Carl James provides a scholarly and well-illustrated theoretical and historical background to the field of Error Analysis. The reader is led from definitions of error and related concepts, to categorization of types of linguistic deviance, discussion of error gravities, the utility of teacher correction and towards writing learner profiles. Throughout, the text is guided by considerable practical experience in language education in a range of classroom contexts worldwide.
How can insights from Construction Grammar (CxG) be applied to foreign language learning (FLL) and foreign language teaching (FLT)? This volume explores several aspects of Pedagogical Construction Grammar, with a specific look at issues relevant to second language acquisition, FLL, and FLT. The contributions in this volume discuss a wide range of constructions, as well as different resources, methodologies, and data used to learn constructions in the language classroom. More specifically, they seek to provide answers to the following questions: What do new constructional approaches to teaching and learning foreign language look like that take the insights of CxG seriously? What should electronic resources using constructions and semantic frames for foreign language instruction look like? How should constructions (pairings of form with meaning/function) in the foreign language classroom be introduced? What role does frequency play in learning constructions in the language classroom? What types of strategies does CxG offer to facilitate the acquisition of a second language? This volume is relevant for anyone interested in second language acquisition, foreign language pedagogy, Construction Grammar, and Cognitive Linguistics. Endorsements: If first language learning flows forth from language use, teaching language should be based on relevant usage-patterns, modified in accordance with the advanced cognitive and linguistic knowledge of older learners. The current volume shows how insights from first and second language learning and usage-based Construction Grammar can be turned into evidence-based teaching strategies. Heike Behrens, University of Basel Usage-based Construction Grammar has changed our view of language learning, but it is only recently that researchers have begun to apply the insights of the constructionist approach to language pedagogy. This volume brings together a collection of articles in which experts of Construction Grammar and Usage-based Linguistics make concrete proposals for teaching constructions by using corpora and other resources. A must read for everybody interested in grammar teaching. Holger Diessel, University of Jena With Directions for Pedagogical Construction Grammar, Boas has produced an impressive and much-needed volume which excels at illustrating the immense potential of constructionist approaches to improve language pedagogy. The contributions to this volume, all authored by leading cognitive and corpus linguists, convincingly describe what a successful future of language teaching could look like—one that is founded in usage-based linguistics and takes language patterns seriously. I consider this volume essential reading for any applied linguist. Ute Römer, Georgia State University
This book constitutes the refereed proceedings of the 5th International Workshop on System Analysis and Modelling, SAM 2006, held in Kaiserslautern, Germany in May/June 2006. The 14 revised full papers cover language profiles, evolution of development languages, model-driven development, and language implementation.
This collection is a resource book for those working with language disordered clients in a range of languages. It collects together versions of the well-known Language Assessment Remediation Screening Procedure (LARSP) prepared for different languages. Starting with the original version for English, the book then presents versions in more than a dozen other languages. Some of these are likely to be encountered as home languages of clients by speech-language therapists and pathologists working in the UK, Ireland, the US and Australia and New Zealand. Others are included because they are major languages found where speech-language pathology services are provided, but where no grammatical profile already exists.
This volume makes accessible a substantial range of recent research in Cognitive Grammar. From disparate sources, it brings together a dozen innovative papers, revised and integrated to form a coherent whole. This work continues the ongoing program of progressively articulating the theoretical framework and showing its descriptive application to varied grammatical phenomena. A number of major topics are examined in depth through multiple chapters viewing them from different perspectives: grammatical constructions (their general nature, their metonymic basis, their role in grammaticization), nominal grounding (quantifiers, possessives, impersonal it), clausal grounding (its relation to nominal grounding, an epistemic account of tense, a systemic view of the English auxiliary), the "control cycle" (an abstract cognitive model with many linguistic manifestations), finite clauses (their internal structure and external grammar), and complex sentences (complementation, subordination, coordination). In each case the presentation builds from fundamentals and introduces the background needed for comprehension. At the same time, by bringing fresh approaches and new descriptive insights to classic problems, it represents a significant advance in understanding grammar and indicates future directions of theory and research in the Cognitive Grammar framework. The book is of great interest to students and practitioners of cognitive linguistics and to scholars in related areas.
