Featured Linguist!

Jost Gippert: Our Featured Linguist!

"Buenos dias", "buenas noches" -- this was the first words in a foreign language I heard in my life, as a three-year old boy growing up in developing post-war Western Germany, where the first gastarbeiters had arrived from Spain. Fascinated by the strange sounds, I tried to get to know some more languages, the only opportunity being TV courses of English and French -- there was no foreign language education for pre-teen school children in Germany yet in those days. Read more



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What is English? And Why Should We Care?

By: Tim William Machan

To find some answers Tim Machan explores the language's present and past, and looks ahead to its futures among the one and a half billion people who speak it. His search is fascinating and important, for definitions of English have influenced education and law in many countries and helped shape the identities of those who live in them.


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Medical Writing in Early Modern English

Edited by Irma Taavitsainen and Paivi Pahta

This volume provides a new perspective on the evolution of the special language of medicine, based on the electronic corpus of Early Modern English Medical Texts, containing over two million words of medical writing from 1500 to 1700.


Academic Paper


Title: Relation of auditory attention and complex sentence comprehension in children with specific language impairment: A preliminary study
Author: James W. Montgomery
Institution: Ohio University
Author: Julia L Evans
Institution: San Diego State University
Author: Ronald B Gillam
Institution: Utah State University
Linguistic Field: Applied Linguistics; Psycholinguistics
Abstract: We investigated the relation of two dimensions of attentional functioning (sustained auditory attention and resource capacity/allocation) and complex sentence comprehension of children with specific language impairment (SLI) and a group of typically developing (TD) children matched for age. Twenty-six school-age children with SLI and 26 TD peers completed an auditory continuous performance task (ACPT, measure of sustained attention), a concurrent verbal processing-storage task (measure of resource capacity/allocation), and a picture pointing comprehension task. Correlation analyses were run to determine the association between the measures of attention and sentence comprehension. The SLI group performed more poorly than the TD group across all tasks. For the SLI group, even after removing the effects of age, ACPT score and performance on the concurrent processing-storage task still significantly correlated with complex sentence comprehension. Sustained attention also correlated with simple sentence comprehension. Neither attention variable correlated with sentence comprehension in the TD children. For children with SLI, the comprehension of complex grammar appears to involve significant use of sustained attention and resource capacity/allocation. Even simple sentence comprehension requires significant auditory vigilance. In the case of TD children, neither complex nor simple sentence comprehension appears to invoke significant attentional involvement.

CUP at LINGUIST

This article appears in Applied Psycholinguistics Vol. 30, Issue 1, which you can read on Cambridge's site or on LINGUIST .



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