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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

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: Differentiating word learning processes may yield new insights – a commentary on Stoel-Gammon's ‘Relationships between lexical and phonological development in young children’
Author: Holly L. Storkel
Institution: University of Kansas
Linguistic Field: Language Acquisition; Linguistic Theories
Abstract: Stoel-Gammon (this issue) states that ‘from birth to age 2 ; 6, the developing phonological system affects lexical acquisition to a greater degree than lexical factors affect phonological development’ (this issue). This conclusion is based on a wealth of data; however, the available data are somewhat limited in scope, focusing on rather holistic measures of the phonological and lexical systems (e.g. production accuracy, number of words known). Stoel-Gammon suggests a number of important avenues to pursue, but does not discuss a critical one that is emerging in the broader literature on word learning. Specifically, recent connectionist models and adult word learning research provide evidence that greater differentiation of the cognitive processes that underlie word learning yields new insights (Leach & Samuel, ). This approach may be fruitful for future investigations of the relationship between phonological and lexical development in young children.

CUP at LINGUIST

This article appears in Journal of Child Language Vol. 38, Issue 1, which you can read on Cambridge's site or on LINGUIST .



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