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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 4 You

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: Formulaic Language and Language Teaching
Author: Fanny Meunier
Institution: Université Catholique de Louvain
Linguistic Field: Applied Linguistics
Abstract: This article reviews the concrete effects that the theoretical findings on the formulaic nature of language have had in instructed second language acquisition (SLA). The introductory section includes some terminological comments and a general discussion on the validity of adopting a formulaic approach in second or foreign language teaching. The second section discusses various points in time when instructional intervention is possible and presents the rationale adopted in the article to trace elements of formulaicity in instructed SLA. The next three sections each center on one aspect of foreign language teaching, namely, input, classroom activities, and feedback. The discussion broaches pedagogical choices, teaching materials, types of activities, and tools currently available to teachers and learners. The results show that the increasingly refined understanding of the formulaic nature of language has clearly impacted second language teaching but that a number of questions still remain unanswered. These questions pertain to the types of formulas that deserve teaching time and to the assessment of the actual learning outcomes of using a formulaic approach.

CUP at LINGUIST

This article appears in Annual Review of Applied Linguistics Vol. 32, Issue 1, which you can read on Cambridge's site or on LINGUIST .



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