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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

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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: Tense and aspect in sentence interpretation by children with specific language impairment
Author: Laurence B. Leonard
Institution: Purdue University
Author: Patricia Deevy
Institution: Indiana University-Purdue University Indianapolis
Linguistic Field: Language Acquisition
Abstract: The aim of this study was to determine whether children with specific language impairment (SLI) are sensitive to completion cues in their comprehension of tense. In two experiments, children with SLI (ages 4 ; 1 to 6 ; 4) and typically developing (TD) children (ages 3 ; 5 to 6 ; 5) participated in a sentence-to-scene matching task adapted from Wagner (). Sentences were in either present or past progressive and used telic predicates. Actions were performed twice in succession; the action was either completed or not completed in the first instance. In both experiments, the children with SLI were less accurate than the TD children, showing more difficulty with past than present progressive, regardless of completion cues. The TD children were less accurate with past than present progressive requests only when the past actions were incomplete. These findings suggest that children with SLI may be relatively insensitive to cues pertaining to event completion in past tense contexts.

CUP at LINGUIST

This article appears in Journal of Child Language Vol. 37, Issue 2, which you can read on Cambridge's site or on LINGUIST .



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