 |
|
|
Item Details
| Title:
|
SPONTANEOUS SPOKEN LANGUAGE
SYNTAX AND DISCOURSE |
| By: |
Jim Miller, Regina Weinert |
| Format: |
Paperback |
| List price:
|
£39.99 |
| Our price: |
£34.99 |
| Discount: |
|
| You save:
|
£5.00 |
|
|
|
|
|
| ISBN 10: |
0199561257 |
| ISBN 13: |
9780199561254 |
| Availability: |
Usually dispatched within 1-3 weeks.
 Delivery
rates
|
| Stock: |
Currently 0 available |
| Publisher: |
OXFORD UNIVERSITY PRESS |
| Pub. date: |
30 April, 2009 |
| Pages: |
482 |
| Description: |
Jim Miller and Regina Weinert investigate syntactic structure and the organization of discourse in spontaneous spoken language. Using data from English, German, and Russian, they develop a systematic analysis of spoken English and highlight properties that hold across languages. |
| Synopsis: |
Jim Miller and Regina Weinert investigate syntactic structure and the organization of discourse in spontaneous spoken language. Using data from English, German, and Russian, they develop a systematic analysis of spoken English and highlight properties that hold across languages. The authors argue that the differences in syntax and the construction of discourse between spontaneous speech and written language bear on various areas of linguistic theory, apart from having obvious implications for syntactic analysis. In particular, they bear on typology, Chomskyan theories of first language acquisition, and the perennial problem of language in education. In current typological practice written and spontaneous spoken texts are often compared; the authors show convincingly that typological research should compare like with like. The consequences for Chomskyan, and indeed all, theories of first language acquisition flow from the central fact that children first learn spoken language before they are taught written language. |
| Publication: |
UK |
| Imprint: |
Oxford University Press |
| Returns: |
Returnable |
|
|
|
 |
Ramadan and Eid al-Fitr
A celebratory, inclusive and educational exploration of Ramadan and Eid al-Fitr for both children that celebrate and children who want to understand and appreciate their peers who do.
|
|
|
|
|
|
|
|
|
|
|