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: Comprehension-Based Practice
Author: Pavel Trofimovich
Institution: Concordia University
Author: Patsy M. Lightbown
Institution: Concordia University
Author: Randall H. Halter
Institution: Concordia University
Author: Hyojin Song
Institution: Concordia University
Linguistic Field: Language Acquisition
Abstract: We report the results of a 2-year longitudinal comparison of grade 3 and grade 4 English-as-a-second-language learners in an experimental, comprehension-based program and those in a regular (i.e., more typical) language learning program. The goal was to examine the extent to which sustained, long-term comprehension practice in both listening and reading—in the virtual absence of any speaking—can help develop learners’ second language (L2) pronunciation. We analyzed learners’ sentences from an elicited imitation task using several accuracy and fluency measures as well as listener ratings of accentedness, comprehensibility, and fluency. We found no differences between the two programs at the end of year 1. However, at the end of year 2, there were some differences—namely, in the listener ratings of fluency and comprehensibility—that favored learners in the regular program. These findings highlight the beneficial effects of comprehension practice for the development of L2 pronunciation but also point to some potential limits of this practice.

CUP at LINGUIST

This article appears in Studies in Second Language Acquisition Vol. 31, Issue 4, which you can read on Cambridge's site or on LINGUIST .



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