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The Social Origins of Language

By Daniel Dor

Presents a new theoretical framework for the origins of human language and sets key issues in language evolution in their wider context within biological and cultural evolution


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Preposition Placement in English: A Usage-Based Approach

By Thomas Hoffmann

This is the first study that empirically investigates preposition placement across all clause types. The study compares first-language (British English) and second-language (Kenyan English) data and will therefore appeal to readers interested in world Englishes. Over 100 authentic corpus examples are discussed in the text, which will appeal to those who want to see 'real data'


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Free access to several Brill linguistics journals, such as Journal of Jewish Languages, Language Dynamics and Change, and Brill’s Annual of Afroasiatic Languages and Linguistics.


Academic Paper


Title: Courseware integration into task-based learning: a case study of multimedia courseware-supported oral presentations for non-English major students
Author: Shu-Chiao Tsai
Institution: National Kaohsiung University of Applied Sciences
Linguistic Field: Applied Linguistics; Language Acquisition
Subject Language: English
Abstract: This study reports on the integration of English for Specific Purposes (ESP) multimedia courseware for oral presentations into a self-learning and elective program for non-English major students in an English as a Foreign Language (EFL) setting. A computer-aided instruction approach, combined with a task-based learning approach, was adopted. Computers played a central role as the means of information delivery. The courseware acted as a silent partner and played the role of a tutor and adjunct teacher to provide students with authentic materials for learning to give English oral presentations in international business and technical settings. It offered a variety of learning activities with instant on-line self-evaluation for students to practice integrative language skills and learn content knowledge. Evaluation of student performance was based upon data from pre- and post-tasks, student questionnaires about concerns, and an open-ended questionnaire. After active participation and self-learning, most of the non-English major students clearly indicated they had made some improvement or progress and felt their learning effectiveness for preparing speech texts was significantly improved. In addition, they had become more concerned about their English ability and the ESP courseware was able to meet their need for greater linguistic support to enhance their language ability.

CUP at LINGUIST

This article appears in ReCALL Vol. 23, Issue 2, which you can read on Cambridge's site or on LINGUIST .



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