Formal Issues in Lexical-Functional Grammar

As a partial remedy to this situation, we have pulled together into a single volume a set of papers by ourselves and our colleagues that address some of the developments of the past years. This book outlines work in formal issues in LFG theory in the twelve year period from 1982 to 1994.

We have included papers on a range of topics that have been central in LFG research during this period. In particular, we have tried to include those papers which have been most influential as well as those that have previously been most inaccessible.

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Aspects of the Theory of Morphology by Igor Melcuk

Aspects of the Theory of Morphology  sets out to develop and sharpen a number of concepts crucial to the theory of linguistic morphology.

I believe that one of the most urgent tasks of present-day linguistics is exactly that – putting in place a reliable conceptual apparatus.

Strange as this might seem, the wild proliferation of formal approaches that swept through linguistics in the 60’s of the last century (and which still continues today) did not bring with it increased rigor in our treatment of basic concepts. Linguistic terminology still is a shambles.1 Imposing some order on morphological concepts and the terms used to describe them is the main challenge to be taken on by ATM

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Grammar Builder 5 Upper Intermediate with Answer Key

Grammar Builder helps learners of British English master key concepts in grammar easily and quickly. They are especially useful for students taking written exams and anyone who needs to write well in English.

Grammar Builder takes a simple but effective three-step approach (error identification, correction and practice) to help learners master English grammar. Real examples of correct usage and common mistakes made by learners introduce grammar items in each unit and show learners how subtle differences can result in grammatical errors.

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Better Learning Through Structured Teaching A Framework for the Gradual Release of Responsibility

All teachers want their students to become independent learners, but even motivated students are reluctant to take responsibility for their own learning.

 

 

 

So what every teacher needs is this book's tried-and-true method for gradually enabling students to take on more of the work of classroom learning.

 

 

 

Two experienced teachers describe a purposeful classroom structure that relies on four phases: 

* Focus lessons that establish a purpose for learning and model the way you want students to work

* Guided instruction with small groups 

* Collaborative learning that uses discussion and negotiation to create independent work 

* Independent work that draws on students' prior knowledge

 

 

 

 Included with the description of each phase are lots of practical strategies that help teachers use this approach, plus tips on how to differentiate instruction, make effective use of class time, and plan backwards from learning objectives.

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An Introduction to the Grammar of English Revised Edition by Elly van Gelderen

While following the traditional distinction between function (subject, object, etc.) and realization (NP, VP, etc), the present book focusses on the structure and makes the function derivative, as in more generativist work, making it unlike recent grammars such as Verspoor & Sauter (2000).

Its focus on structure can be seen in the treatment of the VP as consisting of the verb and its complements. Abstract discussions such as what a constituent is are largely avoided (in fact, the term constituent is since it is a stumbling block in my experience), and the structure of the NP and AP is brought in line with that of the VP.

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Third Language Acquisition in Adulthood (Studies in Bilingualism)

In recent years, researchers have acknowledged that the study of third language acquisition cannot simply be viewed as an extension of the study of bilingualism, and the present volume’s authors agree that a point of departure that embraces the unique properties that differentiate L2 acquisition from L3/Ln acquisition is essential.

From linguistic, sociological, psychological, educational and cognitive viewpoints, it has become increasingly apparent that the study of L3/Ln acquisition can provide new evidence to help resolve ongoing debates in these areas of study.

This volume uniquely provides a wide-ranging overview of current trends in the study of adult additive multilingualism from formal, psycholinguistic and sociolinguistic perspectives, adding new insights into adult multilingual epistemology. This collection includes critical reviews of L3/Ln morphosyntax, phonology, and the lexicon, as well as individual studies with unique language pairings including Romance, Germanic, Slavic, and Asian languages.

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The Bilingual Lexicon (Studies in Bilingualism)

In the study of bilingualism, the lexical level of language is of prime importance because, in practical terms, vocabulary acquisition is an essential prerequisite for the development of skill in language use; from a theoretical point of view, the mental lexicon, as a bridge between form and meaning, plays a crucial role in any model of language processing.

 

 

 

A central issue in this volume is at which level of the bilingual speaker's lexicon languages share representations and how language-specific representations may be linked.

 

 

 

The contributors favor a dynamic, developmental perspective on bilingualism, which takes account of the change of the mental lexicon over time and pays considerable attention to the acquisition phase. Several papers deal with the level of proficiency and its consequences for bilingual lexical processing, as well as the effects of practice.

 

 

 

This discussion raises numerous questions about the notion of (lexical) proficiency and how this can be established by objective standards, an area of study that invites collaboration between researchers working from a theoretical and from a practical background.

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