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BUKU AJAR KAJIAN ANALISIS WACANA DAN PRAGMATIK
Buku Ajar Kajian Analisis dan Pragmatik ini yang membahas tentang materi pengertian wacana, jenis-jenis wacana, unsur-unsur wacana, analisis wacana, struktur wacana, konteks wacana, metode analisis wacana, kedudukan analisis wacana, pengertian pragmatik, parameter pragmatik, tindak tutur, deiksi, presuposisi iplikatur dan entailment, kalimat analitis kontradiktif dan sintesis, serta retorika antarpribadi bias diselesaikan dan bias dibaca oleh masyarakat secara umum. Tim penulisan berharap buku ini dapat bermanfaat untuk menambah wawasan serta pengetahuan para pembaca khususnya mahasiswa dan masyarakat umum yang berkepentingan dalam meningkatkan pengetahuan terkait kajian analisis dan pragmatik. Saran yang membangun, sangat diharapkan untuk perbaikan buku ini. Akhir kata Tim mengucapkan terimakasih.
The Origins of Grammar
How do children achieve adult grammatical competence? How do they induce syntactical rules from the bewildering linguistic input that surrounds them? The major debates in language acquisition theory today focus not on whether there are some sensitivities to syntactic information but rather which sensitivities are available to children and how they might be translated into the organizing principles that get syntactic learning off the ground. The Origins of Grammar presents a synthesis of work done by the authors, who have pioneered one of the most important methodological advances in language learning in the past decade: the intermodal preferential looking paradigm, which can be used to asses...
First Language Acquisition
In this volume, Eve V. Clark takes a comprehensive look at where and when children acquire a first language. All the major findings and debates are presented in a highly readable form.
The Acquisition of Complex Sentences
This book presents a comprehensive study of how children acquire complex sentences. Drawing on observational data from English-speaking children aged 2 to 5, Holger Diessel investigates the acquisition of infinitival and participial complement clauses, finite complement clauses, finite and nonfinite relative clauses, adverbial clauses, and coordinate clauses. His investigation shows that the development of complex sentences originates from simple non-embedded sentences and that two different developmental pathways can be distinguished: complex sentences including complement and relative clauses evolve from simple sentences that are gradually expanded to multiple-clause constructions, and complex sentences including adverbial and coordinate clauses develop from simple sentences that are integrated in a specific biclausal unit. He argues that the acquisition process is determined by a variety of factors: the frequency of the various complex sentences in the ambient language, the semantic and syntactic complexity of the emerging constructions, the communicative functions of complex sentences, and the social-cognitive development of the child.
Language Socialization Across Cultures
A new, alternative, integrated approach to the developmental study of language and culture.
Language and Conceptualization
To what extent is conceptualisation based on linguistic representation? And to what extent is it variable across cultures, communities or even individuals? Of crucial importance in the attempt to develop a comprehensive theory of human cognition, these remain amongst the most difficult of questions in the cognitive sciences. This volume brings together ten new contributions from leading scholars working in a wide cross-section of disciplines, including linguistics, anthropology, psychology and philosophy.
Language Acquisition and Conceptual Development
Recent years have seen a revolution in our knowledge of how children learn to think and speak. In this volume, leading scholars from these rapidly evolving fields of research examine the relationship between child language acquisition and cognitive development. At first sight, advances in the two areas seem to have moved in opposing directions: the study of language acquisition has been especially concerned with diversity, explaining how children learn languages of widely different types, while the study of cognitive development has focused on uniformity, clarifying how children build on fundamental, presumably universal concepts. This book brings these two vital strands of investigation into close dialogue, suggesting a synthesis in which the process of language acquisition may interact with early cognitive development. It provides empirical contributions based on a variety of languages, populations and ages, and theoretical discussions that cut across the disciplines of psychology, linguistics and anthropology.
Language and Social Situations
Most of our interactions with others occur within the framework of recurring social situations, and the language choices we make are intimately tied to situational features. Although the interdependence between language and social situations has been well recognized at least since G. H. Mead developed his symbolic interactionist theory, psychologists have been reluctant to devote much interest to this domain until recently. Yet it is arguable that a detailed understanding of the subtle links between situational features and language use must lie at the heart of any genuinely social psychology. This volume contains original contributions from psychologists, linguists and philosophers from the...
Rethinking Linguistic Relativity
Linguistic relativity is the claim that culture, through language, affects the way in which we think, and especially our classification of the experienced world. This book reexamines ideas about linguistic relativity in the light of new evidence and changes in theoretical climate. The editors have provided a substantial introduction that summarizes changes in thinking about the Sapir-Whorf hypothesis in the light of developments in anthropology, linguistics and cognitive science. Introductions to each section will be of especial use to students.
