Preface to the Second Edition |
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viii | |
Acknowledgements |
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ix | |
Introduction |
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1 | (8) |
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1 Studying the English Language |
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3 | (6) |
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Part 1 English: Structure |
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9 | (156) |
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Edited by Jonathan Culpeper |
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11 | (18) |
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11 | (4) |
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2.1.1 Making And Hearing Noise |
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12 | (1) |
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2.1.2 The Human Vocal Tract |
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12 | (1) |
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2.1.3 Writing Speech Down |
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13 | (2) |
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15 | (2) |
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15 | (1) |
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16 | (1) |
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Advances Box 2.1 The Vocal Folds And Voice Quality |
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16 | (1) |
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Advances Box 2.2 Can You Hold A Tune? |
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17 | (1) |
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2.3 Articulating English Consonants |
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17 | (1) |
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Illustration Box 2.2 Articulating Sounds |
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17 | (1) |
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2.3.1 Place Of Articulation |
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18 | (1) |
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Illustration Box 2.3 [ S] And |
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18 | (1) |
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2.3.2 Manner Of Articulation |
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19 | (1) |
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Advances Box 2.3 The Patterning Of Plossives |
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20 | (1) |
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Advances Box 2.4 More Manners |
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20 | (1) |
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2.3.3 Putting The Descriptions For Consonants Together |
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21 | (1) |
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2.4 Describing English Vowels |
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21 | (6) |
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21 | (2) |
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23 | (2) |
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2.4.3 Putting The Descriptions For Vowels Together |
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25 | (2) |
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2.5 'Exotic' Sounds In English |
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27 | (1) |
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2.5.1 Fricatives In Liverpool English |
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27 | (1) |
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2.5.2 Retroflex Consonants In Indian Englishes |
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27 | (1) |
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2.5.3 The Lateral Fricative |
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27 | (1) |
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2.5.4 The Labiodental Approximant |
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27 | (1) |
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2.5.5 The Long High Front Rounded Vowel |
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28 | (1) |
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2.6 Advice For Transcribing Sounds Using IPA |
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28 | (1) |
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28 | (1) |
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29 | (13) |
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3.1 Segmental Phonology: Phonemes And Allopohones |
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30 | (4) |
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Illustrationi Box 3.1 Dialect Variation |
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33 | (1) |
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3.2 Suprasegmental Phonology: Syllables, Stress, Tone And Intonation |
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34 | (5) |
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34 | (1) |
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35 | (1) |
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Advances Box 3.1 Sonority And Syllables |
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36 | (1) |
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37 | (1) |
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38 | (1) |
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Illustration Box 3.2 Variation In English Intonation |
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38 | (1) |
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3.3 Case Study: Laterals In British English |
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39 | (2) |
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Advances Box 3.2 The Dance Of The Tongue |
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39 | (1) |
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Advances Box 3.3 Gradience And Phonology |
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40 | (1) |
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41 | (1) |
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4 Morphology: Word Structure |
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42 | (22) |
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4.1 Morphology: The Study Of Word Structure |
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42 | (3) |
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Advances Box 4.1 Neologisms - Are You A Shlumpadinka? |
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44 | (1) |
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4.2 Simple And Complex Words |
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45 | (1) |
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4.3 Word Structure: A Closer Look |
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46 | (1) |
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4.4 Inflection Versus Derivation |
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47 | (2) |
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4.5 Morphological Processes |
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49 | (5) |
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Advances Box 4.2 Inflection Vs. Derivation - The Importance Of Function |
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52 | (1) |
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Advances Box 4.3 Shm-Reduplication |
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53 | (1) |
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54 | (5) |
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54 | (1) |
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54 | (1) |
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55 | (1) |
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Advances Box 4.4 Cranberry Words |
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58 | (1) |
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4.7 Further Sources Of English Words |
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59 | (3) |
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Advances Box 4.5 Backformation On The March In Current Journalistic Writing (After Neal, 2006) |
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60 | (2) |
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62 | (1) |
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63 | (1) |
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5 Grammar: Words (and Phrases) |
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64 | (18) |
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5.1 Introducing Word Classes |
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64 | (1) |
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5.2 NAVA Words - Or 'Content Words' |
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65 | (2) |
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5.3 Defining Word Classes: Form, Function And Meaning |
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67 | (3) |
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Illustration Box 5.1 Defining Word Classes: Form, Function And Meaning |
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67 | (2) |
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Illustration Box 5.2 A Hierarchy Of Units |
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69 | (1) |
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5.5 Defining 'Content Word' Classes In Terms Of Function, Form And Meaning |
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70 | (5) |
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71 | (1) |
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71 | (2) |
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73 | (1) |
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74 | (1) |
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5.6 'Function Word' Classes |
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75 | (3) |
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76 | (1) |
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76 | (1) |
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76 | (21) |
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97 | |
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77 | (1) |
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77 | (1) |
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78 | (1) |
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78 | (1) |
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5.8 The Fuzzy Boundaries Of Grammatical Classes: Prototypes |
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79 | (2) |
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Advances Box 5.1 Word Classes And Frequency - Comparing Nouns And Pronouns |
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79 | (2) |
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5.8 A Last Word On Terminology: Morphology And Syntax |
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81 | (1) |
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81 | (1) |
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6 Grammar: Phrases (and Clauses) |
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82 | (19) |
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82 | (1) |
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6.2 Phrases Inside Phrases |
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83 | (5) |
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83 | (4) |
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6.2.2 A Preview Of Embedded (=subordinate) Clauses |
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87 | (1) |
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6.3 Noun Phrases (NP) And Related Types Of Phrases |
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88 | (1) |
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89 | (2) |
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6.4.1 Subjects And Objects |
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89 | (1) |
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90 | (1) |
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6.5 More On The Structure Of The Noun Phrase (NP) |
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91 | (1) |
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Illustration Box 6.1 Noun Phrase Structure |
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91 | (1) |
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6.5.1 Determiners: Are They Modifiers? |
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92 | (1) |
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6.5.2 Pronouns And Determiners |
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93 | (1) |
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Illustration Box 6.2 Pronoun And Determiners |
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93 | (1) |
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94 | (2) |
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95 | (1) |
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96 | (4) |
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Advances Box 6.1 Comparing The 'small VP' and 'large' VP' analysis |
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99 | (1) |
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100 | (1) |
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7 Grammar: Clauses (and Sentences) |
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101 | (18) |
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7.1 Another Look At ClaUse Structure |
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101 | (3) |
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102 | (1) |
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Advances Box 7.1 On The Definition Of Subjects |
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102 | (1) |
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7.1.2 Defining Objects - And A Glance At The Passive |
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103 | (1) |
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7.1.3 Direct And Indirect Objects |
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104 | (1) |
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7.2 Making Statements, Asking Questions, Giving Orders And Uttering Exclamations |
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104 | (1) |
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Illustration Box 7.1 Clause Types |
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105 | (1) |
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7.2.1 Declarative Clauses |
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105 | (1) |
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7.2.2 Interrogative Clauses |
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105 | (1) |
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105 | (1) |
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7.2.4 Exclamatory Clauses |
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106 | (1) |
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7.2.5 More About Questions |
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106 | (1) |
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7.2.6 The 'Dummy' Auxiliary Do |
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107 | (1) |
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7.3 Subordination: Embedded Clauses |
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108 | (2) |
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Illustration Box 7.2 Three Key Types Of Embedded (Or Subordinate) Clause |
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109 | (1) |
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7.4 Embedding And Coordination |
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110 | (2) |
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111 | (1) |
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112 | (2) |
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7.5.1 Simple, Compound And Complex Sentences |
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113 | (1) |
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Illustration Box 7.3 A Traditional Classification Of Sentences |
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113 | (1) |
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7.6 Spoken Language And The Sentence |
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114 | (4) |
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Illustration Box 7.4 Applying Grammar To Genres Of Text |
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116 | (2) |
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118 | (1) |
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119 | (15) |
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119 | (1) |
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Illustration Box 8.1 The Bully Text |
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120 | (1) |
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8.2 Is There A Grammar Of Texts? |
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120 | (1) |
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8.3 Cohesion And Coherence |
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121 | (2) |
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123 | (2) |
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Advances Box 8.1 Models And Frames |
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125 | (1) |
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125 | (2) |
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Advances Box 8.2 Text Worlds |
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127 | (1) |
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8.6 A Method For Analysing Cohesion And Coherence |
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127 | (4) |
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8.7 Superstructure And Sequence |
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131 | (2) |
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133 | (1) |
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133 | (1) |
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134 | (12) |
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134 | (1) |
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9.2 Three General Approaches To Semantics |
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135 | (6) |
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9.2.1 The Referential Approach |
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135 | (2) |
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9.2.2 The Relational Approach |
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137 | (1) |
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Illustration Box 9.1 Can And May |
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138 | (1) |
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9.2.3 The Denotational Approach |
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139 | (2) |
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141 | (4) |
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9.3.1 How Many Meanings Does An Expression Have? |
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141 | (1) |
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Advances Box 9.1 More On Protype Theory |
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142 | (1) |
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9.3.2 How To Sentences Make Sense? |
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143 | (1) |
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9.3.3 How Are Meaning And Mind Related |
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143 | (1) |
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Advances Box 9.2 Two Empirical Examples Of Linguistic Relativity |
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144 | (1) |
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145 | (1) |
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146 | (19) |
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146 | (1) |
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10.2 On The Semantic-Pragmatic Interface: A Glance At Deixis And Presuppositions |
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147 | (4) |
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Advances Box 10.1 Grammaticalized Deictic Expression In The History Of English |
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149 | (2) |
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Advances Box 10.2 Presuppositions And Assumed Common Ground |
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151 | (1) |
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151 | (4) |
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Advances Box 10.3 Problems With Speech Act Theory |
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154 | (1) |
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10.5 Grice's Conversational Implicature |
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155 | (1) |
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Advances Box 10.4 Pragmatic Meaning |
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156 | (2) |
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Illustration Box 10.1 Flouts Of Grice's Maxims |
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158 | (1) |
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Advances Box 10.5 More On The Non-Observance Of Maxims |
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159 | (1) |
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10.6.1 Pragmatics Across Languages And Cultures |
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159 | (3) |
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10.6.2 Case Study On Expressions Of Gratitude |
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162 | (1) |
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163 | (1) |
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163 | (2) |
Part 2 English: History |
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165 | (104) |
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Edited by Jonathan Culpeper |
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11 Standard English and Standardization |
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167 | (19) |
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11.1 Introduction: What Do We Mean By A 'Standard Language'? |
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167 | (4) |
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Illustration Box 11.1 Standard English In Writing And Speech In The United States, Scotland, Northern England And Southern England |
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168 | (3) |
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171 | (1) |
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171 | (1) |
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11.2.1 The Boundaries Of English And The Observer's Viewpoint |
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171 | (1) |
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11.2.2 The 'Standard Ideology' |
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172 | (1) |
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Illustration Box 11.3 The Standard Ideology In Action |
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174 | (1) |
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11.2.3 The Standard Ideology And Writing The History Of English |
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175 | (1) |
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Illustration Box 11.4 Northern Linguistic Forms Arriving In London By The End Of The Fifteenth Century |
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178 | (1) |
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Advances Box 11.1 Northern Influence On Standard English |
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178 | (2) |
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11.3 Where Did Standard English Come From? |
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180 | (1) |
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11.4 Defining Standard English |
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181 | (1) |
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Advances Box 11.2 Can We Define Standard English Purely Linguistically? |
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181 | (1) |
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11.5 Received Pronunciation |
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182 | (1) |
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183 | (1) |
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11.7 The Standard Ideology Strikes Back |
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184 | (1) |
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184 | (2) |
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12 The History of English Spelling |
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186 | (14) |
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12.1 Is English Spelling A Problem? Can It Easily Be Fixed? |
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186 | (2) |
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Illustration Box 12.1 A System Of Systems? |
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188 | (1) |
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12.2 Historical Explanations For Apparent Chaos In Spelling |
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188 | (7) |
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12.2.1 The Development Of The English Stock Of Letters |
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188 | (2) |
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12.2.2 Spelling Of The OE Period |
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190 | (1) |
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Illustration Box 12.3 Spellings Before Standardization |
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191 | (1) |
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12.2.3 French Influence And Development In ME |
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192 | |
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12.2.4 Developments In Early Modern Period |
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182 | (11) |
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12.2.5 The Impetus For Early Modern Spelling Standardization |
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193 | (2) |
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12.3 Variability In English Spelling Across Time |
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195 | (2) |
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197 | (2) |
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199 | (1) |
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200 | (25) |
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13.1 Introducing Phonological Change |
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200 | (3) |
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13.1.1 What Is Sound Change? |
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200 | (1) |
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13.1.2 Evidence Of Earlier Pronunciation |
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200 | (3) |
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13.2 Language Change: Why Does Prounciation Change? |
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203 | (1) |
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13.3 Old English Phonology (450-1150) |
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204 | (9) |
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13.3.1 Major Developments In OE Segmental Phonology |
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207 | (6) |
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13.4 Middle English (1150-1450) |
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213 | (2) |
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13.4.1 ME Stres: Competing Strss Rules |
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214 | (1) |
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13.5 Early Modern English (1450-1800) |
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215 | (5) |
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13.5.1 The Great Vowel Shift |
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215 | (2) |
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13.5.2 Early Modern English Consonants (Based On Dobson, 1968; Gorlach, 1991 74-6) |
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217 | (1) |
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Advances Box 13.1 Phases Of The GVS |
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218 | (1) |
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Advances Box 13.2 Persistent Trends: Syllable Structure Constraints And Conspiracies |
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219 | (1) |
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13.6 Present-Day English: Phonological Change From 1800 To Today |
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220 | (4) |
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13.6.1 The Aftermath Of The Great Vowel Shift |
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220 | (2) |
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222 | (1) |
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223 | (1) |
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224 | (1) |
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224 | (1) |
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225 | (13) |
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225 | (1) |
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14.2 Why Does A Language Acquire New Words? |
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226 | (1) |
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14.3 Old English - The Germanic Basis Of English |
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227 | (1) |
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14.4 Borrowing I: Early Influences On English |
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227 | (2) |
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14.5 Borrowing II: French Influence Of English Vocabulary |
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229 | (1) |
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14.6 Borrowing III: From Early Modern To Present-Day English |
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230 | (3) |
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Advances Box 14.1 Quantifying The Extent Of Borrowing |
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231 | (1) |
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Illustration Box 14.1 An Extract From Harry Potter |
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232 | (1) |
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14.7 Internal Lexical Change |
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233 | (2) |
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Advances Box 14.3 Lexicalization/Grammaticalization |
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234 | (1) |
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14.8 Very Recent Lexical Change |
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235 | (1) |
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236 | (1) |
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237 | (1) |
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238 | (12) |
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238 | (1) |
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15.2 Semantic Change And Semantic Theory |
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239 | (1) |
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15.3 Semantic Change: Traditional Classifications |
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240 | (5) |
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Illustrative Box 15.1 Another Use Of The Term Metonymy |
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243 | (2) |
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15.4 Recent Developments: Regularities In Semantic Change |
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245 | (2) |
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Advances Box 15.1 Subjectification And Egocentricity In Cognition And Language |
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246 | (1) |
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15.5 Semantic Change: Diachronic Or Synchronic? |
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247 | (1) |
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248 | (1) |
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249 | (1) |
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249 | (1) |
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250 | (19) |
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250 | (2) |
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16.2 Structural Changes In The History Of English |
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252 | (9) |
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16.2.1 Changes In Constituent Order And Changes In (Pro)nounts |
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252 | (1) |
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Advances Box 16.1 The Structure Of OE And ME And Chomsky's View Of Language |
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254 | (1) |
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Illustration Box 16.1 Simplification Of Noun And Pronoun Inflections From OE To PDE |
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256 | (3) |
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16.2.2 Changes In Verbal Morphology |
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259 | (1) |
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Illustration Box 16.2 Simplification Of Verbal Morphology From OE To PDE |
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260 | (1) |
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16.3 Recent Trends In The Study Of Grammatical Change In English: Grammaticalization |
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261 | (4) |
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16.3.1 From A Changing Language To Changing Constructions |
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261 | (1) |
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Advances Box 16.2 More Problems For The Synthetic-To-Analytic Claim: Developments In Causative Constructions After Middle English |
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263 | (1) |
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16.3.2 Who Changes The Grammar? Grammaticalization vs. The Child-Based Theory |
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263 | (2) |
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265 | (1) |
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266 | (1) |
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267 | (2) |
Part 3 English Speech: Regional and Social Variation |
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269 | (94) |
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17 Regional Variation in English Accents and Dialects |
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271 | (20) |
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17.1 What Are Regional Varieties And How Do They Vary? |
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271 | (4) |
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272 | (1) |
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272 | (3) |
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17.2 Why Do Regional Varieties Exist? |
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275 | (2) |
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17.3 Examining Contemporary Dialects |
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277 | (5) |
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17.3.1 Dialects And Correctness |
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277 | (1) |
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17.3.2 Exploring Dialect Variation In English |
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277 | (1) |
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Illustration Box 17.1 Negatives |
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279 | (1) |
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Advances Box 17.1 Exploring Dialect Features |
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281 | (1) |
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17.4 Examining Contemporary Accents |
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282 | (7) |
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17.4.1 Phonological Variation, Variables And Lexical Sets |
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282 | (1) |
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17.4.2 Exploring Accent Variation In English |
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283 | (1) |
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Advances Box 17.2 Exploring Accent Features |
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287 | (1) |
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Illustration Box 17.2 How To Compliment A Kiwi |
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288 | (1) |
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17.5 Are Reginal Accents Disappearing? |
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289 | (1) |
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290 | (1) |
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290 | (1) |
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18 Language and Social Class |
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291 | (14) |
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291 | (1) |
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18.2 Feudalism, Caste And Class: The Importance Of Mobility |
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291 | (3) |
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Illustration Box 18.1 Social Class Differences In English Pronunciation |
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292 | (1) |
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Illustration Box 18.2 Social Class Differences In English Grammar |
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293 | (1) |
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294 | (1) |
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18.3.1 Social Status And Functionalism: Weber And Parsons |
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294 | (1) |
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18.4 Class And Stratification In Contemporary Western Societies |
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295 | (5) |
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295 | (1) |
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296 | (1) |
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Advances Box 18.1 Gender And Class |
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297 | (1) |
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18.4.3 Inequality And Mobility |
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297 | (1) |
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18.4.4 A Hierarchical Model Of Class: The 2001 UK Socio-Economic Classification |
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298 | (1) |
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Illustration Box 18.3 Attitudes To Working-Class Accents |
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299 | (1) |
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18.4.5 Trudgill's Model Of Social Class And Language Variation In Great Britain |
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300 | (1) |
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18.5 Language And The Social Class Hierarchy |
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300 | (3) |
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18.6 Social Class Differences In Discourse |
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|
303 | (1) |
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304 | (1) |
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304 | (1) |
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304 | (1) |
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19 Language and Ethnicity |
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305 | (14) |
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19.1 Ethnicity: Definitions And Perspectives |
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305 | (3) |
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Illustration Box 19.1 Essentialism |
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306 | (1) |
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Illustration Box 19.2 Constuctivism |
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307 | (1) |
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Advances Box 19.1 A Post-Modern Perspective |
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|
307 | (1) |
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19.2 Ethnolinguistic Differences And Language Variation |
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308 | (3) |
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Illustration Box 19.3 Code Switching |
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310 | (1) |
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19.3 Ethnolects: Emergence, Maintenance, Variation And Change |
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311 | (7) |
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19.3.1 The Labovian Framework |
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311 | (1) |
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19.3.2 Social Network Framework |
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312 | (1) |
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Illustration Box 19.4 Ethnolinguistic Variation Among Adolescents In Birmingham |
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313 | (1) |
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19.3.3 Social Psychology Framework |
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313 | (1) |
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Illustration Box 19.5 Social Network And Accent Maintenance In Birmingham |
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|
314 | (2) |
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19.4 Ethnic And Ethnolinguistic Differences In A Multi-Ethnic Community |
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316 | (1) |
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Illustration Box 19.6 Ethnic Orientation And Linguistic Variation Among The British Caribbean Adolescents In Birmingham |
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317 | (1) |
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318 | (1) |
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20 Pidgins and Creole Englishes |
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319 | (15) |
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20.1 What Are Pidgins And Creoles? |
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318 | (3) |
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Illustration Box 20.1 Tok Pisin |
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320 | (3000) |
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Illustration Box 20.2 Sranan |
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3320 | |
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20.2 English-Lexicon Pidgins And Creoles Around The World |
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321 | (9) |
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20.2.1 Stages Of Pidgin And Creole Development |
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322 | (1) |
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20.2.2 Linguistic Characteristics Of Pidgins And Creoles |
|
|
323 | (1) |
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20.2.3 The Origins Of Pidgin And Creole Characteristics |
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324 | (1) |
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Illustration Box 20.3 A Pidgin And Its Lexifier |
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325 | (2) |
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20.2.4 A 'Layered' Model Of Pidgin And Creole Development |
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327 | (3) |
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20.2.5 Attitudes Towards Pidgins And Creoles |
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330 | (1) |
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20.3 Case Study: Jamaican Creole |
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330 | (2) |
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20.3.1 A Comparison Of Some Features Of Standard English And Jamaican Creole Grammar |
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330 | (1) |
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Illustration Box 20.4 A Sample Of Jamaican Creole |
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331 | (1) |
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332 | (2) |
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21 World Englishes and English as a Lingua Franca |
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334 | (17) |
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21.1 Introduction: Diverse Englishes |
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334 | (3) |
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21.2 Diverse Ways Of Learning English: Three Types Of Acquisition |
|
|
337 | (2) |
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21.2.1 Normal Transmission |
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337 | (1) |
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21.2.2 Interrupted Transmission: Pidginization, Creolization, Restructuring |
|
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337 | (1) |
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21.2.3 School And Peer Group Transmission |
|
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338 | (1) |
|
21.2.4 Acquisition Types And Variation |
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338 | (1) |
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21.3 More About World Englishes |
|
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339 | (7) |
|
21.3.1 English Of The British Isles |
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339 | (1) |
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21.3.2 English In The Inner Circle - Countries Settled By Speakers Of English From Britain |
|
|
339 | (1) |
|
Advances Box 21.1 New Dialect Formation In New Zealand |
|
|
341 | (2) |
|
21.2.3 English As An Elite First Language Or Second Language In The British Empire - The Other Circle |
|
|
343 | (1) |
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Illustration Box 21.2 English In Ghana |
|
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343 | (2) |
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21.3.4 Restructured And Creolized Englishes In West Africa, The Caribbean, South Pacific And Elsewhere |
|
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345 | (1) |
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21.3.5 English As A Foreign Language |
|
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345 | (1) |
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346 | (2) |
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21.4.1 The Creole Continuum |
|
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346 | (1) |
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Advances Box 21.2 London Jamaican |
|
|
347 | (1) |
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21.5 English As A Lingua France (ELF) |
|
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348 | (1) |
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21.6 Future Directions For World Englishes |
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349 | (1) |
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350 | (1) |
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350 | (1) |
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22 Discourse on Language: Attitudes to Diversity |
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351 | (12) |
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351 | (1) |
|
22.2 Why Do People Talk About Language... |
|
|
352 | (4) |
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22.2.1 ...In Conversations |
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352 | (1) |
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352 | (1) |
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Advances Box 22.1 Indexicality And Enregisterment |
|
|
353 | (1) |
|
Illustration Box 22.1 Newspapers Use Stories About Language Change To Push Ideological Agendas |
|
|
354 | (1) |
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22.2.3 Socially Ratified Language Ideologies |
|
|
355 | (1) |
|
22.2.4 Is Everyone Stupid (About Language) Apart Form Linguistics? |
|
|
355 | (1) |
|
22.3 Language Attitudes (Or Language Ideologies) |
|
|
356 | (2) |
|
22.3.1 The Matched Guise Technique And Its Successors |
|
|
357 | (1) |
|
22.3.2 Other Ways Of Finding Out About Language Attitudes |
|
|
357 | (1) |
|
22.4 Case Study: Discourse On Language In Scotland |
|
|
358 | (3) |
|
Advances Box 22.2 Bourdieu's Concepts: Symbolic Capital, The Linguistic Marketplace And The Linguistic Habitus |
|
|
358 | (3) |
|
|
361 | (2) |
Part 4 English Writing: Style, Genre and Practice |
|
363 | (72) |
|
Edited by Jonathan Culpeper |
|
|
|
23 Speech, Writing and Discourse Type |
|
|
365 | (13) |
|
|
23.1 Medium Versus Discourse Type In Language Variation |
|
|
365 | (3) |
|
|
368 | (4) |
|
23.2.1 The Primacy Of Speech Or The Primacy Of Writing? |
|
|
368 | (1) |
|
23.2.2 Things That You Can't Do In Writing But You Can Do In Speech |
|
|
369 | (1) |
|
23.2.3 Features Unique To Written Language |
|
|
369 | (1) |
|
Illustration Box 23.1 Creative Punctuation |
|
|
370 | (1) |
|
Illustration Box 23.2 Cross-Linguistic Variation In Written Language |
|
|
371 | (1) |
|
|
372 | (4) |
|
23.3.2 Genre, Text-Type, Style And Sublanguage |
|
|
373 | (1) |
|
Illustration Box 23.3 A Suggested Checklist For Discourse Type Analysis (Adapted From Weise, 1993, And Hoffmann, 1991) |
|
|
373 | (1) |
|
Advances Box 23.1 Multidemensional Analysis |
|
|
374 | (1) |
|
|
375 | (1) |
|
23.4 Bringing It All Together: Medium And Discourse Type Variation In The British National Corpus |
|
|
376 | (1) |
|
|
377 | (1) |
|
24 Language in Newspapers |
|
|
378 | (14) |
|
|
|
378 | (1) |
|
24.2 Newspapers And News Values |
|
|
378 | (2) |
|
Illustration Box 24.1 The Main Front-Page Headlines Of Four UK Natinal Daily Newspapers On 17 July 2017 |
|
|
379 | (1) |
|
24.3 Genres In Newspapers |
|
|
380 | (1) |
|
24.4 The Language Of News Reports |
|
|
381 | (1) |
|
Illustration Box 24.2 Opening Of Front-Page Article Form The Guardian, 17 July 2007 |
|
|
381 | (1) |
|
Illustration Box 24.3 Opening Of Page 2 Article From The Sun, 17 July 2007 |
|
|
382 | (1) |
|
|
382 | (2) |
|
24.4.2 Leads And News Stories |
|
|
384 | (2) |
|
24.4.3 The Presentation Of Speech In News Reports |
|
|
386 | (1) |
|
|
390 | (1) |
|
|
391 | (1) |
|
|
391 | (1) |
|
25 Language in Advertisements |
|
|
392 | (9) |
|
|
25.1 Why Study Advertisements? |
|
|
392 | (1) |
|
25.2 Advertising Texts Foreground Unusual Stylistic Choices |
|
|
392 | (1) |
|
25.3 Advertising Texts Have A Purpose |
|
|
393 | (1) |
|
25.4 Advertising Texts Address An Audience |
|
|
394 | (1) |
|
25.5 Advertising Texts Work In Relation To Other Texts |
|
|
395 | (1) |
|
25.6 Advertising Texts Are Placed In Space And Time |
|
|
396 | (1) |
|
25.7 Advertising Texts Are Regulated |
|
|
396 | (1) |
|
25.8 Advertising Texts Use All Modes Available |
|
|
397 | (2) |
|
Illustration Box 25.2 Skoda 'The Climb' (2017) |
|
|
398 | (1) |
|
25.9 Advertising Texts Are Changing |
|
|
399 | (1) |
|
|
400 | (1) |
|
26 Language in Literature: Stylistics |
|
|
401 | (12) |
|
|
26.1 What Is Stylistics And How Will This Chapter Work? |
|
|
401 | |
|
26.2 Style And Meaning: Choice, Foregrounding And Appropriateness |
|
|
400 | (4) |
|
26.2.1 Style, Meaning And Choice |
|
|
400 | (2) |
|
26.2.2 Unusual Choices And Their Effects: Deviation, Parallelism, Foregrounding And Appropriateness |
|
|
402 | (1) |
|
Advances Box 26.1 More On Stylistics |
|
|
404 | (1) |
|
26.3 Stylistic Choice In 'Flying Crooked' |
|
|
404 | (1) |
|
Illustration Box 26.1 'Flying Crooked' By Robert Graves |
|
|
405 | (1) |
|
26.3.1 Why The Change From Definite To Indefinite Reference In Line 1? |
|
|
405 | (1) |
|
26.3.2 Is Flying Crooked A Good Thing Or A Bad Thing In This Poem? |
|
|
406 | (1) |
|
26.3.3 Why Are Honest Idiocy Of Flight In Line 2 And Flying-Crooked Gift In Line 10 Foregrounded? |
|
|
407 | (1) |
|
26.3.4 What, If Anything, Is Odd About Here And Here In Line 7? |
|
|
407 | (1) |
|
26.3.5 How Is By Guess/ And By God And Hope And Hopelessness In Lines 7-8 Deviant And In What Ways Does It Exhibit Parallelism? |
|
|
408 | (1) |
|
26.3.6 Is The Poem Just About Butterflies? If Not, What Else Is It About And Why? |
|
|
409 | (1) |
|
26.3.7 In What Ways Could The Linguistic Form Of The Poem Be Said To Be Iconic Of Its Content |
|
|
410 | (1) |
|
Advances Box 26.2 More On Iconicity/Enactment |
|
|
411 | (1) |
|
26.4 Conclusions And Prospects |
|
|
411 | (1) |
|
Recommended Readings: More Advanced Work In Stylistics |
|
|
411 | (1) |
|
|
412 | (1) |
|
|
413 | (10) |
|
|
|
|
413 | (1) |
|
|
413 | (2) |
|
27.3 Literacy Events And Literacy Practices In Cooking |
|
|
415 | (2) |
|
Illustration Box 27.1 Cooking Literacies |
|
|
416 | (1) |
|
|
417 | (3) |
|
Illustration Box 27.2 Office Literacies |
|
|
418 | (2) |
|
27.5 Case Study: Situated Literacies |
|
|
420 | (2) |
|
Advances Box 27.1 Literacies Across Time And Space |
|
|
421 | (1) |
|
|
422 | (1) |
|
|
422 | (1) |
|
28 New Technologies: Literacies in Cyberspace |
|
|
423 | (12) |
|
|
28.1 What Do We Mean By Literacies In Cyberspace? |
|
|
423 | (2) |
|
28.2 We No Longer Knkock Att Each Other's Doors, But We Chat With People In New Zealand: Literacy And New Social Relations |
|
|
425 | (3) |
|
Advances Box 28.1 How To Research Digital Literacies |
|
|
427 | (1) |
|
28.3 From Diaries To Blogs: Identity, Performance And New Forms Of Writing |
|
|
428 | (3) |
|
Illustration Box 28.1 Affinity Spaces |
|
|
428 | (1) |
|
Illustration Box 28.2 Twitteracy |
|
|
429 | (1) |
|
Advances Box 28.2 Digital Literacies And Identity |
|
|
430 | (1) |
|
28.4 Endless Choices: The World Wide Web As A New Source Of Information And Advice |
|
|
431 | (1) |
|
28.5 New Winde In Old Bottles: New Technologies = New Practices = New Ethos? |
|
|
432 | (1) |
|
|
433 | (2) |
Part 5 English: Style, Communication and Interaction |
|
435 | (104) |
|
|
|
29 Structures of Conversation |
|
|
437 | (10) |
|
|
29.1 Defining 'Conversation' |
|
|
437 | (1) |
|
29.2 Different Approaches |
|
|
437 | (1) |
|
|
438 | (4) |
|
29.3.1 Turn-Taking, Gaps And Overlaps |
|
|
438 | (1) |
|
29.3.2 Adjacency Pairs And Preference |
|
|
439 | (1) |
|
29.3.3 Managing The Flow Of Conversation |
|
|
440 | (2) |
|
29.4 An Example Of Talk In A Group |
|
|
442 | (2) |
|
Illustration Box 29.1 Telling A Story |
|
|
443 | (1) |
|
29.5 Mediated Conversation |
|
|
444 | (2) |
|
Illustration Box 29.2 White House Press Briefing |
|
|
445 | (1) |
|
|
446 | (1) |
|
|
446 | (1) |
|
30 Language, Reality and Power |
|
|
447 | (10) |
|
|
|
447 | (4) |
|
30.1.1 Construing Reality |
|
|
447 | (1) |
|
Illustration Box 30.1 An Example Of Construing |
|
|
448 | (1) |
|
|
448 | (1) |
|
Illustration Box 30.2 Classroom Interaction |
|
|
450 | (1) |
|
30.1.3 How Does Power Affect The Construal Of Reality? |
|
|
450 | (1) |
|
Advances Box 30.1 Globalization |
|
|
451 | (1) |
|
30.2 Why Should We Analyse Language Critically? |
|
|
451 | (3) |
|
30.2.1 How Can Construals Of Reality Be Evaluated? |
|
|
452 | (1) |
|
Advances Box 30.2 Chomsky's Position |
|
|
4535 | |
|
30.3 What Can Critical Analysis Of Language Contribute To Social Research? |
|
|
454 | (2) |
|
30.3.1 An Example - We Thank You For Your Understanding |
|
|
455 | (1) |
|
Illustration Box 30.3 Thanking |
|
|
456 | (1) |
|
|
456 | (1) |
|
31 Politeness in Interaction |
|
|
457 | (12) |
|
|
|
|
457 | (1) |
|
31.2 Two General Approaches To Politeness |
|
|
458 | (2) |
|
31.2.1 The Social-Norm View Of Politeness |
|
|
458 | (1) |
|
31.2.2 The Pragmatic View Of Politeness |
|
|
459 | (1) |
|
31.3 The Two Classic Pragmataic Politeness Theories |
|
|
460 | (6) |
|
31.3.1 A Note On The Conversational-Maxim View: Leech (1983) |
|
|
460 | (1) |
|
31.3.2 The Face-Saving View: B&L (1987) |
|
|
461 | (1) |
|
Advances Box 31.1 Moreon Face |
|
|
462 | (1) |
|
Advances Box 31.2 Beyond FTAs |
|
|
463 | (1) |
|
Advances Box 31.3 More On Sociological Variables |
|
|
463 | (1) |
|
Illustration Box 31.1 B&L (1987) Applied |
|
|
464 | (2) |
|
|
466 | (2) |
|
31.4.1 The Notion Of Politeness |
|
|
466 | (1) |
|
|
466 | (2) |
|
|
468 | (1) |
|
|
469 | (13) |
|
|
|
469 | (1) |
|
32.2 Gender 'In' The English Language |
|
|
469 | (2) |
|
32.3 Gende3r And Language Use |
|
|
471 | (4) |
|
Advances Box 32.1 Diversity |
|
|
474 | (1) |
|
32.4 Gender, Language And Discourse |
|
|
475 | (4) |
|
32.5 Third Wave Feminism And 'Subtle Sexism' |
|
|
479 | (2) |
|
Advances Box 32.2 Third Wave Feminism, Subject Positioning, Agency And Resistance |
|
|
480 | (1) |
|
|
481 | (1) |
|
33 Language and Sexuality |
|
|
482 | (13) |
|
|
|
482 | (1) |
|
|
483 | (1) |
|
|
483 | (1) |
|
|
483 | (1) |
|
Illustration Box 33.1 Polari Joke |
|
|
484 | (1) |
|
33.3 Lavender Linguistics |
|
|
484 | (5) |
|
|
484 | (1) |
|
33.3.2 Cooperation And Communities |
|
|
485 | (1) |
|
33.3.3 Performativity And Queer Theory |
|
|
486 | (1) |
|
Advances Box 33.1 Criticisms Of Queer Theory |
|
|
488 | (1) |
|
33.4 Sexuality And Discourse |
|
|
489 | (3) |
|
33.4.1 Heteronormativity And Subtle Homophobia |
|
|
489 | (1) |
|
34.4.2 Hegemony And Erasure |
|
|
490 | (1) |
|
Illustration Box 33.2 Examples Of Bisexual From Teh British National Corpus |
|
|
491 | (1) |
|
|
492 | (2) |
|
33.5.1 Rethinking Power: Marketization Of Sexual Identity |
|
|
492 | (1) |
|
Illustration Box 33.3 Adverstising Targeted At Gay And Lesbian People |
|
|
492 | (1) |
|
Illustration Box 33.4 Gay Personal Adverts |
|
|
492 | (1) |
|
33.5.2 Global And Local Approaches |
|
|
493 | (1) |
|
|
494 | (1) |
|
|
495 | (13) |
|
|
|
|
495 | |
|
34.2 What Is Bad Language? |
|
|
494 | (2) |
|
34.3 Bad Language, Insult And Taboo |
|
|
496 | (3) |
|
Illustration Box 34.1 The Corrupting Power Of Bad Language |
|
|
498 | (1) |
|
34.4 Types Of Bad Language |
|
|
499 | (2) |
|
Advances Box 34.1 Morphosyntax And Types Of Swearing |
|
|
500 | (1) |
|
34.5 Swearing In Modern British English |
|
|
501 | (5) |
|
|
501 | (1) |
|
Advancs Box 34.2 The Strength Of Particular Swearwords |
|
|
502 | (1) |
|
|
503 | (1) |
|
34.5.3 Social Class Of Speaker |
|
|
504 | (1) |
|
Advances Box 34.3 Language Change And Teh Case Of Fuck |
|
|
505 | (1) |
|
|
506 | (1) |
|
|
507 | (1) |
|
|
508 | (18) |
|
|
|
509 | (2) |
|
Advances Box 35.1 Politics And Critial Discourse Analysis |
|
|
510 | (1) |
|
|
511 | (3) |
|
35.2.1 Two Definitions Of 'Politics' |
|
|
511 | (1) |
|
35.2.2 A Brief History Of The Field |
|
|
511 | (1) |
|
Advances Box 35.2 What Does The Term Discourse Mean? |
|
|
512 | (2) |
|
35.3 Frameworks And Methods |
|
|
514 | (4) |
|
35.3.1 Binarity: Us And Them (Positive Sefl- And Negative Other-Presentationi) |
|
|
515 | (1) |
|
Advances Box 35.3 Burkhardt's Procedures |
|
|
515 | (1) |
|
Illustration Box 35.1 President's Address |
|
|
516 | (1) |
|
35.3.2 Context And Genres |
|
|
517 | (1) |
|
35.4 A Second Example: Political Speeches At Commemorative Events |
|
|
518 | (6) |
|
|
2005 519 | (1) |
|
Illustration Box 35.2 Chancellor Schussel's Speech (1) |
|
|
520 | (1) |
|
Advances Box 35.4 Scenarios |
|
|
521 | (1) |
|
Illustration Box 35.3 Chancellor Schussel's Speech (2) |
|
|
522 | (1) |
|
Illustration Box 35.4 Ronald Reagan's Speech (1986) |
|
|
523 | (1) |
|
|
524 | (1) |
|
|
525 | (1) |
|
36 Business Communication |
|
|
526 | (13) |
|
|
36.1 What Is Business Communication? |
|
|
526 | (1) |
|
36.2 Research Interests In Business Communication |
|
|
527 | (1) |
|
36.3 How To Do Research Into Business Communication |
|
|
528 | (5) |
|
36.3.1 Collecting Business Communication Data |
|
|
528 | (1) |
|
Advances Box 36.1 Critical Views On Business Communication |
|
|
529 | (1) |
|
Advances Box 36.2 Outlook |
|
|
529 | (1) |
|
36.3.2 Methods In Researching Business Communication |
|
|
530 | (1) |
|
36.3.3 Commercial Applications Of Business Communication Research |
|
|
531 | (1) |
|
Illustration Box 36.1 Negotiating Refusals And Achieving Compliance At Work |
|
|
532 | (1) |
|
|
533 | (4) |
|
|
537 | (1) |
|
|
537 | (2) |
Part 6 English: Learning and Teaching |
|
539 | (54) |
|
Edited by Jonathan Culpeper |
|
|
|
37 First Language Acquisition |
|
|
541 | (19) |
|
|
|
37.1 Language Learning Versus Language Acquisition |
|
|
541 | (1) |
|
37.2 Checkpoints In Language Learning |
|
|
541 | (8) |
|
37.2.1 From Sounds To Speech Sounds |
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541 | (2) |
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37.2.2 From Pre-Words To Words |
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543 | (1) |
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Advances Box 37.1 Research On The Psychological Processes Of Work-Learning |
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544 | (1) |
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37.2.3 From Words To Sentences |
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545 | (1) |
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Advances Box 37.2 Individual Differences In Syntactic Development |
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548 | (1) |
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37.3 Theories Of Language Learning |
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549 | (7) |
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37.3.1 Chomsky's Universal Grammar |
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549 | (1) |
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Illustration Box 37.1 How Poor Is The Stimulus? |
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551 | (1) |
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37.3.2 Learning Through Interaction |
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552 | (2) |
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37.3.3 The Usage-Based Approach |
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554 | (2) |
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37.4 Modern Methods: Large-Scale Data Analysis |
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556 | (3) |
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559 | (1) |
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559 | (1) |
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38 Languages and Literacies in Education |
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560 | (19) |
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38.1 The Roles Of Languages And Literacies In Education |
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560 | (1) |
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38.2 Language As A Tool For Learning |
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561 | (8) |
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38.2.1 Talking Knowledge And Understanding Into Being |
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561 | (1) |
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38.2.2 Specialist Languages Of 'Education' And Of Subject Areas/Disciplines |
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561 | (1) |
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Illustration Box 38.1 Examples Of Specialist Languages Of Subject Areas In Education |
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563 | (1) |
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38.2.3 Linguistic Features Of Assignment And Examination Prompts |
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563 | (1) |
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Illustration Box 38.2 The Variety Of Linguistic Devices Used To Elicit The Demonstration Of Knowledge |
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564 | (1) |
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38.2.4 Characteristics Of Communicative Practices In Educational Settings |
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565 | (1) |
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Advances Box 38.1 The Study Of The Textual Mediation of Learning |
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566 | (1) |
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Illustration Box 38.3 Interactive Reading And Writing On A Painting And Decorating Course |
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567 | (1) |
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38.2.5 Multilingualism: What Is The Language Of This Class? |
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568 | (1) |
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38.3 The Language Of Classroom Interaction |
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569 | (1) |
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570 | (1) |
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571 | (1) |
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Illustration Box 38.5 The IRF Structure In Everyday Conversation And In A Stereotypic Teaching Event |
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571 | (1) |
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38.3.2 Types Of Question In Classroom Interaction |
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572 | (1) |
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Illustration Box 38.6 Closed Questioning In The Classroom |
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573 | (1) |
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38.3.3 Learning Through Small-Group Interaction |
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574 | (1) |
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38.3.4 Language And Identity In Educational Settings |
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575 | (1) |
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38.3.5 The Language Of Evaluation |
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576 | (1) |
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Illustration Box 38.7 Alternative Wordings For Evaluating A Learner's Performance |
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577 | (1) |
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577 | (1) |
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578 | (1) |
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579 | (14) |
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579 | (2) |
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39.2 An Illustrative Case: Teaching Speaking Ain A Second Language |
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581 | (4) |
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Illustrative Box 39.1 Three Students In The Classroom |
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582 | (3) |
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39.3 A Communicative Response: A First Sample Of A Learners' Talk |
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585 | (2) |
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Illustration Box 39.2 Story Telling |
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586 | (1) |
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39.4 A Further Sample Of The Learner's Talk |
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587 | (2) |
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Illustration Box 39.3 So Try Telling (Second Attempt) |
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588 | (1) |
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39.5 Some Implications For The Practice Of TESOL |
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589 | (2) |
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Advances Box 39.1 Teacher Intervention |
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590 | (1) |
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39.6 TESOL And Language Research |
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591 | (1) |
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592 | (1) |
Part 7 English: Investigating |
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593 | (33) |
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Edited by Jonathan Culpeper |
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595 | (15) |
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40.1 What Is Corpus Linguistics? |
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595 | (1) |
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40.2 Corpus Tools And Techniques |
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596 | (1) |
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Advances Box 40.1 Overview Of Tools |
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597 | (1) |
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598 | (1) |
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Illustration Box 40.1 Which Are The Most Frequent Words In English? |
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599 | (1) |
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599 | (1) |
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600 | (1) |
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Advances Box 40.2 Association Measures |
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601 | (1) |
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602 | (1) |
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40.3 Research Design: How Do We Search Corpora? |
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603 | (3) |
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Illustration Box 40.2 How To Analyse Corpus Data |
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605 | (1) |
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40.4 Types Of Corpora: How To Choose A Corpus? |
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606 | (1) |
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40.5 Conclusion: Applications Of The Corpus Method |
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607 | (2) |
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Advances Box 40.3 Overview Of Some Available Corpora |
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608 | (1) |
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609 | (1) |
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41 Methods for Researching English language |
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610 | (16) |
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610 | (2) |
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612 | (2) |
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Illustration Box 41.1 Research Questions |
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613 | (1) |
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41.3 Which Methodological Approach? |
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614 | (1) |
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Illustration Box 41.2 From Quantitative To Qualitative |
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615 | (1) |
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41.4 How Can We Collect Data? |
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615 | (7) |
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Illustration Box 41.3 Observation Schedules |
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617 | (1) |
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Advances Box 41.1 The Lilkert Scale |
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618 | (2) |
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Illustration Box 41.4 Think-Aloud Protocols |
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620 | (1) |
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Illustration Box 41.5 Multiple Methods |
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621 | (1) |
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41.5 How Can We Analyse Data? |
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622 | (2) |
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41.6 A Bigger Methodological Picture? |
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624 | (1) |
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625 | (1) |
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|
625 | (1) |
Appendix: The IPA Chart |
|
626 | (1) |
Bibliography |
|
627 | (47) |
Index |
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674 | |