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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?

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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: Vocabulary knowledge in relation to memory and analysis: An approximate replication of Milton's (2007) study on lexical profiles and learning style
Author: Paul Booth
Institution: Kingston University
Linguistic Field: Language Acquisition
Abstract: This paper presents an approximate replication of Milton's (2007) study on lexical profiles and learning style. Milton investigated the assumption that more frequent words are acquired before less frequent ones. Using a vocabulary recognition test (X-Lex) to measure vocabulary size, Milton found that L2 English group profiles show a linear relationship between greater knowledge of high frequency words and lesser knowledge of low frequency items. The profiles also showed variability in individual profiles. Milton hypothesised that the individual differences in profiles are partly attributable to different approaches to learning, as elicited via language aptitude tests of memory and analysis. Learner profiles that showed a linear relationship with vocabulary frequency scored higher on analysis; learners who had irregular profiles scored higher on memory. The aim of this replication is to confirm whether learning style helps to determine what L2 lexis is learnt. It duplicates the vocabulary size test and the memory and analysis tests. However, the replication uses regression analyses, rather than a single ANOVA, to determine whether memory or analysis contributes to vocabulary knowledge. Moreover, the participants’ L1 backgrounds are mixed, and they are older. The results from this replication do not support Milton's findings, but a post-study supports the notion that at low proficiency there is a relationship between memory and vocabulary size. It is concluded that neither memory nor analysis is related to patterns in lexical profiles, but that memory contributes to vocabulary size.

CUP at LINGUIST

This article appears in Language Teaching Vol. 46, Issue 3, which you can read on Cambridge's site or on LINGUIST .



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