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The Non-verbal Type of Small Clauses in English and Lithuanian
The study The Non-verbal Type of Small Clauses in English and Lithuanian is one of the first attempts to apply the methods of generative grammar to the analysis of a fragment of Lithuanian grammar, i.e., constructions with secondary predicates of the type V [NP1 NP2] and V [NP1 AP], the sub-strings [NP1 NP2] and [NP1 AP] of which in generative works are usually called small clauses. The investigation is contrastive; the evidence of Lithuanian is compared with that of English. Whereas the syntactic study of secondary predicates in English has a certain tradition, traditional Lithuanian grammar does not have a single notion to what is known elsewhere as secondary predicates. In Lithuanian trad...
The Non-native Teacher
Péter Medgyes’ voice was the first and one of the most prominent speaking out for many teachers whose first language is one other than English, whose own voices had been silenced after almost a century of systematically being considered failed native speakers, deficient communicators and second-best teachers.
Nonnative Speaker English Teachers
This book traces the origins and growth of the nonnative speaker teacher movement in TESOL since its birth a decade ago, summarizes the research that has been conducted, highlights the challenges faced by NNS teachers, and promotes NNS teachers’ professional growth.
Fluency in Native and Nonnative English Speech
This book takes a new and holistic approach to fluency in English speech and differentiates between productive, perceptive, and nonverbal fluency. The in-depth corpus-based description of productive fluency points out major differences of how fluency is established in native and nonnative speech. It also reveals areas in which even highly advanced learners of English still deviate strongly from the native target norm and in which they have already approximated to it. Based on these findings, selected learners are subjected to native speakers' ratings of seven perceptive fluency variables in order to test which variables are most responsible for a perception of oral proficiency on the sides of the listeners. Finally, language-pedagogical implications derived from these findings for the improvement of fluency in learner language are presented. This book is conceptually and methodologically relevant for corpus-linguistics, learner corpus research and foreign language teaching and learning.
Verbs of Implicit Negation and Their Complements in the History of English
For sale in all countries except Japan. For customers in Japan: please contact Yushodo Co. The principal focus of this book concerns various shifts of complements which verbs of implicit negation (e.g. "forbid," "forbear," "avoid," "prohibit," and "prevent") have experienced in the history of English. "Forbid," for example, was once followed by "that"-clauses, while in contemporary English it is in usual cases followed by "to"-infinitives except in the fixed form "God forbid" "that" Although a number of English verbs have undergone similar syntactic changes, the paths they have selected in their historical development are not always the same. Unlike "forbid," the verb "prevent" is now followed by gerunds often with the preposition "from." This book describes some of the most representative paths followed by different verbs of implicit negation and reveals the major complement shifts that have occurred throughout the history of English. It will be of particular interest to researchers and students specializing in English linguistics, historical linguistics, and corpus linguistics."
Teacher Language Awareness
Teacher Language Awareness (TLA) is an area of increasing interest to those involved in language teacher education. This book provides an introduction to the nature of TLA, assesses its impact upon teaching and its potential impact on learning. The book focuses specifically on grammar. It aims to encourage teachers and others involved in language education to think more deeply about the importance of TLA ad to adopt a more principled approach to the planning of those parts of their programmes assosciated with it.
Discourse Markers in Native and Non-native English Discourse
While discourse markers have been examined in some detail, little is known about their usage by non-native speakers. This book provides valuable insights into the functions of four discourse markers (so, well, you know and like) in native and non-native English discourse, adding to both discourse marker literature and to studies in the pragmatics of learner language. It presents a thorough analysis on the basis of a substantial parallel corpus of spoken language. In this corpus, American students who are native speakers of English and German non-native speakers of English retell and discuss a silent movie. Each of the main chapters of the book is dedicated to one discourse marker, giving a detailed analysis of the functions this discourse marker fulfills in the corpus and a quantitative comparison between the two speaker groups. The book also develops a two-level model of discourse marker functions comprising a textual and an interactional level.
The Phonology of English as an International Language
This book advocates a new approach to pronunciation teaching, in which the goal is mutual intelligibility among non-native speakers, rather than imitating native speakers. It will be of interest to all teachers of English as an International Language, especially Business English. It proposes a basic core of phonological teaching, with controversial suggestions for what should be included.
Understanding Relative Clauses
The book offers a usage-based account of how humans comprehend complex linguistic structures. The author proposes a theory of constructional access, which treats syntactic patterns as complex and abstract signs. In this view, syntactic processing is subject to the very same dynamics as lexical processing and should yield the same type of frequency effects.
