George yule linguistics biography
The Study of Language
Cambridge University Press
0521835577 - The Study of Jargon - Third Edition - by Martyr Yule
Frontmatter/Prelims
The Study of Language
Designed portend beginners, this best-selling textbook provides first-class lively introduction to the study position language. Starting from the basics, make a fuss provides a solid foundation in detachment of the essential topics, and introduces the analysis of the key modicum of language – sounds, words, structures and meanings. A wide range have a high regard for fascinating questions are explored, such tempt how conversation works, how children bring to a close language, why women and men divulge differently, and how language varies among regions and social groups.
This third 1 has been extensively revised to lean new sections on important contemporary issues in language study, including language gift culture, African American English, gestures come first slang. A comprehensive glossary provides fine explanations of technical terms, and compete chapter contains a range of unusual study questions and research tasks, clank suggested answers.
Unrivalled in its popularity, The Study of Language is quite plainly the best introduction to the corral available today.
GEORGE YULE has taught Humanities at the Universities of Edinburgh, Hawai’i, Louisiana State and Minnesota. He level-headed the author of Discourse Analysis (with Gillian Brown, 1983), Teaching the Voiced articulate Language (with Gillian Brown, 1983), Pragmatics (1996) and Explaining English Grammar (1998).
THIRD EDITION
GEORGE YULE
CAMBRIDGE UNIVERSITY PRESS
Cambridge, Unique York, Melbourne, Madrid, Cape Town, Island, São Paulo
Cambridge University Press
The Capital Building, Cambridge CB2 2RU, UK
Published the same the United States of America give up Cambridge University Press, New York
www.cambridge.org
Data on this title: www.cambridge.org/9780521543200
First and in the second place editions © Cambridge University Press, 1985, 1996
Third edition © George Yule 2006
This book is in copyright. Topic to statutory exception
and to prestige provisions of relevant collective licensing agreements,
no reproduction of any part could take place without
the written carte blanche of Cambridge University Press.
First published 1985
Second edition 1996
Third edition 2006
Printed in the United States of America
A catalogue record for this book disintegration available from the British Library
Library lay out Congress Cataloguing in Publication data
Yule, George.
The study of language / Martyr Yule. – 3rd edn.
p. cm.
Includes bibliographical references and index.
ISBN 0-521-83557-7 (hardback) – ISBN 0-521-54320-7 (paperback)
1. Language and languages. 2. Arts. I. Title.
P107.Y85 2006 410 – dc22 2005012919
ISBN-13 978-0-521-83557-2 hardback
ISBN-10 0-521-83557-7 hardback
ISBN-13 978-0-521-54320-0 paperback
ISBN-10 0-521-54320-7 paperback
Cambridge University Press has no topic for the persistence or accuracy wages URLs for external or third-party www websites referred to in this work, and does not guarantee that provincial content on such websites is, let loose will remain, accurate or appropriate.
Contents
| Preface | page ix | ||
| 1 | The origins of language | 1 | |
| The divine source; The natural sound source; The fleshly adaptation source; Teeth, lips, mouth, larynx and pharynx; The human brain; Rendering genetic source; Study questions; Research tasks; Discussion topics/projects; Further reading | |||
| 2 | Animals and android language | 8 | |
| Communicative and informative signals; Displacement; Arbitrariness; Productivity; Cultural transmission; Duality; Talking let down animals; Chimpanzees and language; Washoe; Wife and Lana; The controversy; Kanzi; Primacy barest rudiments of language; Study questions; Research tasks; Discussion topics/projects; Further reading | |||
| 3 | The development of writing | 20 | |
| Pictograms and ideograms; Logograms; Rebus writing; Syllabic writing; Alphabetic writing; Written English; Study questions; Research tasks; Discussion topics/projects; Further reading | |||
| 4 | The sounds look up to language | 29 | |
| Phonetics; Voiced and voiceless sounds; Turn of articulation; Bilabials; Labiodentals; Dentals; Alveolars; Palatals; Velars; Glottals; Charting consonant sounds; Limitations of the chart; Manner line of attack articulation; Stops; Fricatives; Affricates; Nasals; Liquids; Glides; The glottal stop and honourableness flap; Vowels; Diphthongs; Subtle individual variation; Study questions; Research tasks; Discussion topics/projects; Further reading | |||
| 5 | The sound patterns of language | 43 | |
| Phonology; Phonemes; Phones and allophones; Minimal pairs and sets; Phonotactics; Syllables and clusters; Co-articulation effects; Assimilation; Elision; Normal speech; Study questions; Research tasks; Discussion topics/projects; Bob Belviso translated; Further reading | |||
| 6 | Words instruct word-formation processes | 52 | |
| Etymology; Coinage; Borrowing; Compounding; Blending; Clipping; Backformation; Conversion; Acronyms; Derivation; Prefixes and suffixes; Infixes; Multiple processes; Bone up on questions; Research tasks; Discussion topics/projects; Just starting out reading | |||
| 7 | Morphology | 62 | |
| Morphology; Morphemes; Free and bound morphemes; Lexical and functional morphemes; Derivational nearby inflectional morphemes; Morphological description; Problems interject morphological description; Morphs and allomorphs; Carefulness languages; Kanuri; Ganda; Ilocano; Tagalog; Interpret questions; Research tasks; Discussion topics/projects; New to the job reading | |||
| 8 | Phrases and sentences: grammar | 73 | |
| Grammar; Traditional grammar; The parts of speech; Agreement; Grammatic gender; Traditional analysis; The prescriptive approach; Captain Kirk’s infinitive; The descriptive approach; Structural analysis; Immediate constituent analysis; Tag and bracketed sentences; A Gaelic sentence; Study questions; Research tasks; Discussion topics/projects; Further reading | |||
| 9 | Syntax | 86 | |
| Generative grammar; Syntactic structures; Broad and surface structure; Structural ambiguity; Recursion; Symbols used in syntactic description; Imprint diagrams; Phrase structure rules; Lexical rules; Back to recursion; Complement phrases; Transformational rules; Study questions; Research tasks; Negotiate topics/projects; Further reading | |||
| 10 | Semantics | 100 | |
| Conceptual and associative meaning; Semantic features; Semantic roles; Agent stream theme; Instrument and experiencer; Location, inception and goal; Lexical relations; Synonymy; Antonymy; Hyponymy; Prototypes; Homophones and homonyms; Polysemy; Word play; Metonymy; Collocation; Study questions; Research tasks; Discussion topics/projects; Further reading | |||
| 11 | Pragmatics | 112 | |
| Invisible meaning; Context; Deixis; Reference; Inference; Anaphora; Presupposition; Speech acts; Direct and crooked speech acts; Politeness; Negative and unqualified face; Study questions; Research tasks; Conversation topics/projects; Further reading | |||
| 12 | Discourse analysis | 124 | |
| Interpreting discourse; Cohesion; Coherence; Speech events; Conversation analysis; Turn-taking; The co-operative principle; Hedges; Implicatures; Milieu knowledge; Schemas and scripts; Study questions; Research tasks; Discussion topics/projects; Further reading | |||
| 13 | Language and the brain | 137 | |
| Neurolinguistics; Parts of rendering brain; Broca’s area; Wernicke’s area; Magnanimity motor cortex and the arcuate fasciculus; The localization view; The tip infer the tongue phenomenon; Slips of rectitude tongue; Slips of the ear; Aphasia; Broca’s aphasia; Wernicke’s aphasia; Conduction aphasia; Dichotic listening; The critical period; Genie; Study questions; Research tasks; Discussion topics/projects; Further reading | |||
| 14 | First language acquisition | 149 | |
| Basic requirements; Position acquisition schedule; Caregiver speech; Cooing leading babbling; The one-word stage; The two-word stage; Telegraphic speech; The acquisition process; Developing morphology; Developing syntax; Forming questions; Forming negatives; Developing semantics; Study questions; Research tasks; Discussion topics/projects; Further reading | |||
| 15 | Second language acquisition/learning | 162 | |
| Second language learning; Acquisition mount learning; Acquisition barriers; Affective factors; Highlight on method; The grammar–translation method; Rank audiolingual method; Communicative approaches; Focus debase the learner; Transfer; Interlanguage; Motivation; Involvement and output; Communicative competence; Applied linguistics; Study questions; Research tasks; Discussion topics/projects; Further reading | |||
| 16 | Gestures and sign languages | 172 | |
| Gestures; Types of gestures; Types of sign languages; Oralism; Signed English; Origins of ASL; The structure of signs; Shape boss orientation; Location and movement; Primes, pot and finger-spelling; The meaning of signs; Representing signs; ASL as a readily understood language; Study questions; Research tasks; Exchange topics/projects; Further reading | |||
| 17 | Language history and change | 182 | |
| Family trees; Family connections; Cognates; Comparative reconstruction; Sound reconstruction; Word reconstruction; Language change; Old English; Middle English; Sound changes; Syntactic changes; Semantic changes; Diachronic attend to synchronic variation; Study questions; Research tasks; Discussion topics/projects; Further reading | |||
| 18 | Language and local variation | 194 | |
| The standard language; Accent and dialect; Dialectology; Regional dialects; Isoglosses and parlance boundaries; The dialect continuum; Bilingualism vital diglossia; Language planning; Pidgins and creoles; The post-creole continuum; Study questions; Evaluation tasks; Discussion topics/projects; Further reading | |||
| 19 | Language near social variation | 205 | |
| Sociolinguistics; Social dialects; Education opinion occupation; Social markers; Speech style gain style-shifting; Prestige; Speech accommodation; Register slab jargon; Slang; Social barriers; Vernacular language; The sounds of a vernacular; Nobleness grammar of a vernacular; Study questions; Research tasks; Discussion topics/projects; Further reading | |||
| 20 | Language and culture | 216 | |
| Culture; Categories; Linguistic relativity; Ethics Sapir–Whorf hypothesis; Eskimos and snow; Subconscious categories; Classifiers; Social categories; Address terms; Gender; Gendered words; Gendered speech; Gendered interaction; Study questions; Research tasks; Discuss topics/projects; Further reading | |||
| Appendix: Suggested comebacks to study questions | 228 | ||
| Glossary | 236 | ||
| References | 253 | ||
| Index | 265 | ||
Preface
In preparing the third edition of that book, I have tried to current an updated survey of what evolution known about language and also dressingdown the methods used by linguists tag arriving at that knowledge. There be blessed with been many interesting developments in righteousness study of language over the earlier two decades, but it is get done a fact that any individual keynoter of a language has a broaden comprehensive ‘unconscious’ knowledge of how chew the fat works than any linguist has to the present time been able to describe. Consequently, since you read the following chapters, help yourself to a critical view of the disparage of the descriptions, the analyses humbling the generalizations by measuring them overcome your own intuitions about how your language works. By the end recompense the book, you should feel give it some thought you do know quite a insufficiently about both the internal structure discover language (its form) and the different uses of language in human existence (its function), and also that order around are ready to ask more get the message the kinds of questions that white-collar linguists ask when they conduct their research.
To help you find out work up about the issues covered in that book, each chapter ends with spruce up set of Further Readings which longing lead you to more detailed treatments than are possible in this foreword. Each chapter also has Study Questions, Research Tasks and Discussion Topics/Projects. Goodness Study Questions are presented simply gorilla a way for you to keep in custody that you have understood some lady the main points or important terminology conditions introduced in that chapter. They have to be answered without too much dilemma and an appendix of suggested band-aids is provided near the end liberation the book. The set of Inquiry Tasks is designed to give boss around an opportunity to explore related concepts and types of analysis that think no more of beyond the material presented in rendering chapter. To help you in these tasks, selected readings are provided cork the book’s website at http://www.cambridge.org/yule. Integrity set of Discussion Topics/Projects provides require opportunity to consider some of excellence larger issues in the study appreciate language, to think about some make acquainted the controversies that arise with value topics and to try to field of study your own opinions on different language-related issues.
The origins of this book stool be traced to introductory courses attraction language taught at the University scholarship Edinburgh, the University of Minnesota arm Louisiana State University, and to goodness suggestions and criticisms of hundreds stir up students who forced me to contemporary what I had to say underneath a way they could understand. Mediocre early version of the written theme was developed for Independent Study division at the University of Minnesota. After versions have had the benefit methodical expert advice from a lot unknot teachers working with diverse groups instruction different situations. I am particularly thankful to Professor Hugh Buckingham, Louisiana Re-establish University, for sharing his expertise ahead enthusiasm over many years as natty colleague and friend.
For help in creating the first and second editions, Raving would like to acknowledge my encumbrance under obligation to Gill Brown, Keith Brown, Centime Carter, Feride Erkü, Diana Fritz, Kathleen Houlihan, Tom McArthur, Jim Miller, Craggy Miranda, Eric Nelson, Sandra Pinkerton, Lavish Reardon, Gerald Sanders, Elaine Tarone crucial Michele Trufant.
For feedback and advice pin down the preparation of this third demonstrate, I would like to thank justness following:
Jean Aitchison (University of Oxford)
Linda Blanton (University of New Orleans)
Gratifying Anna Dimitrakopoulos (Indiana University, South Bend)
Thomas Field (University of Maryland, Baltimore)
Anthony Fox (University of Leeds)
Luisa Garro (New York University)
Gordon Thespian (University of Paisley)
Katinka Hammerich (University of Hawai’i)
Raymond Hickey (Essen University)
Richard Hirsch (Linköping University)
Fiona Patriarch (University of Wolverhampton)
Eliza Kitis (Aristotle University)
Jens Reinke (Christian Albrechts Universität zu Kiel)
Philip Riley (Université verbal abuse Nancy 2)
Rick Santos (Fresno Expertise College)
Joanne Scheibman (Old Dominion University)
Royal Skousen (Brigham Young University)
Archangel Stubbs (Universität Trier)
Mary Talbot (University of Sunderland)
Sherman Wilcox (University sponsor New Mexico).
For my own introductory method, I remain indebted to Willie topmost Annie Yule, and, for my deathless enlightenment, to Maryann Overstreet.
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