Glossary of linguistic terms

Gatehouse - Key Issues in English for Specific Purposes (ESP) Curriculum Development The Internet TESL Journal Kristen Gatehousekhoey [at] khae-service.comwww.khae-service.com Based on insights gained from developing the curriculum for Language Preparation for Employment in the Health Sciences and a review of the literature on ESP, this paper is intended to offer theoretical support for ESL instructors developing ESP curricula for ESL contexts. Background Information and Statement of Purpose In late 1999, I was asked to develop a content-based curriculum for a ten-week course for a select group of immigrants living in Ottawa, Canada. Dudley Evans and St. teachercourse designer and materials providercollaboratorresearcherevaluator.It is the role of ESP practitioner as course designer and materials provider that this paper addresses. It seems fairly obvious that if teachers are to be the ones responsible for developing the curriculum, they need the time, the skills and the support to do so. The Origins of ESP Certainly, a great deal about the origins of ESP could be written.

Home | SIL International Linguistics illuminates patterns and variety in the structure and use of language, providing a foundation for language development work of all kinds. Understanding Language Linguistics - the study of language in all its aspects - has been a central activity of SIL since its beginning. Besides the intrinsic value of understanding the intricate complexity of human language in general, whether spoken or signed, the study of a particular individual language serves also as a tool used in language development projects of different kinds such as: SIL workers living in a language community for any extended period of time generally learn that language, aided by the tools of linguistics. Language is intimately tied to society and culture, and the study of linguistics with respect to these constitutes another important aspect of understanding language. Working Together Scholarship Sharing

Home | SIL International Sociolinguistics analyzes significant linguistic and social variables and how they impact each other, providing a necessary basis for realistic and effective language planning and development. Sociolinguistics in SIL has to do with helping those working with languages better understand the factors and issues relevant to their work. It is foundational to effective projects and to making good planning and strategy decisions. Sociolinguistic expertise is an important resource for planning, resource allocation and partnering. Sociolinguistics in SIL also has to do with helping assure the cross pollination of current advances, understandings, models, best practices, and other useful considerations between the larger sociolinguistic community and SIL.

Babel No More: Inside the Secrets of Superhuman Language-Learners by Maria Popova What a Chilean YouTube disaster and a busy Manhattan restaurant have to do with the limits of the human brain. Nineteenth-century Italian cardinal Giuseppe Mezzofanti, a legend in his day, was said to speak 72 languages. Hungarian hyperpolyglot Lomb Kató, who taught herself Russian by reading Russian romance novels, insisted that “one learns grammar from language, not language from grammar.” To understand the cognitive machinery of such feats, Erard set out to find modern-day Mezzofantis, from an eccentric Berkeley-based language learning guru and hyperpolyglot — hyperglottery, Erard notes, begins at 11 languages — to the Lebanese-born, Brazil-based one-time Guinness record holder for 58 languages, who proceeded to embarrass himself on Chilean national television by not understanding a simple question by a native speaker. (For some related fascination, see David Bellos’ Is That a Fish in Your Ear? Donating = Loving Brain Pickings has a free weekly newsletter.

English regional vocabulary Lexical Variation Lexical Variation Make a list of the terms of endearment, such as dad or gran, that you use within your family. Do you know of any alternatives among your friends or in different parts of the country? Make a list of words you associate with the dialect of the area you live in. Interview other members of your family/community to see if they can add to your list. Listen to a selection of recordings on this site (between five and ten) from different parts of the UK and list any unusual items of vocabulary. Do you hear the word/ phrase in your area or not? Look at the list (below) of ‘unmediated’ recordings featured on this site. ‘Unmediated’ recordings can be found at the following locations on the home map: England Whitehaven, Middlesbrough, Bradford, Salford, Boston Bristol, Castle Bromwich, Peckham, Southall, Scotland Uig, Portsoy, New Cumnock, Wales Bangor, Resolven, Northern Ireland Londonderry, Downpatrick, Research Task What do you call this game? What do you call this game?

Text linguistics Text linguistics is a branch of linguistics that deals with texts as communication systems. Its original aims lay in uncovering and describing text grammars. The application of text linguistics has, however, evolved from this approach to a point in which text is viewed in much broader terms that go beyond a mere extension of traditional grammar towards an entire text. Text linguistics takes into account the form of a text, but also its setting, i.e. the way in which it is situated in an interactional, communicative context. Introduction[edit] Reasons for text linguistics[edit] Much attention has been given to the sentence as a self-contained unit, and not enough has been given to studying how sentences may be used in connected stretches of language. Text is extremely significant in communication because people communicate not by means of individual words or fragments of sentences in languages, but by means of texts. Definitions[edit] Significance of contexts[edit] Texture[edit] I.Causality

Introduction to Text Linguistics Introduction to Text Linguistics Robert-Alain de Beaugrande Universidade Federal da Paraíba Wolfgang Dressler Universität Wien Or Digitally reformatted 2002 Contents I Basic notions Textuality. II. Historical background of text linguistics: rhetoric; stylistics; literary studies; anthropology; tagmemics; sociology; discourse analysis; functional sentence perspective. III. Pragmatics. IV. The function of syntax. V. Meaning versus sense. VI. Intentionality. VII. Attention. VIII. Situation models. IX. Text types versus linguistic typology. X. Cognitive science: the skills of rational human behaviour; language and cognition. References 2. 3. 4. 5. 6. Dynamic accounts of structure-building operations will be more productive than static descriptions of the structures themselves. 7. robert-alain de beaugrande wolfgang ulrich dressler University of Florida University of Vienna Notes 1 In our new division of labour, topics emerging since 1972 were mostly treated by Prof. 2 E.g., Dascal & Margalit (1974). 1.

LEARNING STYLES Background Autonomy in learning Brookes-Grundy 1988 Little 1991 Benson-Voller 1997 Holec-Huttunen 1997 Cotterall-Crabbe 1999 Sinclair et al. 2000 Benson 2001 Benson-Toogood 2002 Autonomy and language learning theories O'Malley-Chamot 1990 van Lier 1996 Skehan 1998 Psychological background - Motivation Ushioda 1996 Oxford 1996 Williams-Burden 1997 Arnold 1999 Dornyei 2001 Styles and strategies Individual differences - Learning styles Gardner 1983 Skehan 1989 Davis et al. 1994 Reid 1995 Diaz Maggioli 1995 Mariani 1996a Leaver 1997 Adey et al.1999 Learning strategies Wenden-Rubin 1987 Oxford 1990 McDonough 1995 Holec et al. 1996 Cohen 1998 Weaver and Cohen 1997 Lessard Clouston 1997 Little 1997 Woods 1997 Uhl Chamot et al. 1999 Boudah-O'Neill 1999 Communication strategies Faerch-Kasper 1983 Di Pietro 1987 Tarone-Yule 1989 Bialystok 1990 Mariani 1994 Kasper-Kellerman 1997 Methodology Methodology - Teaching options Dickinson 1987 Nunan 1988 Willing 1989 Wenden 1991 Dickinson 1992 Ainslie 1994 Uhl Chamot-O´Malley 1994 Cotterall 1995 Dam 1995 Philpot

Language Learner Styles & Strategies - Andrew D. Cohen 2013. Cohen, A. D. & Li, P. (2013). Learning Mandarin in later life: Can old dogs learn new tricks? Contemporary Foreign Language Studies, 396(12), 5-14. Doi: 10.3969/j. issn. 1674-8921.201312.002. 2012. 2012. 2112. 2011. 2011. 2011. 2010. 2010. 2008. 2008. 2008. 2007. 2007. 2007. 2006. 2006. 2005. 2003. 2002. 2002. 2002. 2002. 2002. 2001. 2001. 2000. 1998. 1998. 1998. 1998. 1996. 1996. 1994. 1992. 1991. 1991. 1990. 1990. 1988.