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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: Revisiting the phonological deficit in dyslexia: Are implicit nonorthographic representations impaired?
Author: Catherine Dickie
Email: click here to access email
Homepage: http://www.lel.ed.ac.uk/~s9902044/
Institution: University of Edinburgh
Author: Mitsuhiko Ota
Institution: University of Edinburgh
Author: Ann Clark
Linguistic Field: Psycholinguistics
Abstract: This study investigates whether developmental dyslexia involves an impairment in implicit phonological representations, as distinct from orthographic representations and metaphonological skills. A group of adults with dyslexia was matched with a group with no history of speech/language/literacy impairment. Tasks varied in the demands made on (implicit) phonological representations versus metalinguistic analysis/manipulation, and controlled the contribution of phonological versus orthographic representations by including both a segmental and an equivalent suprasegmental (nonorthographic) version of each task. The findings show a dissociation between metaphonological skills and implicit phonological representations, with the dyslexic group impaired in metaphonological manipulation skills in both segmental and suprasegmental tasks, but not in implicit knowledge of phonological contrasts.

CUP at LINGUIST

This article appears in Applied Psycholinguistics Vol. 34, Issue 4, which you can read on Cambridge's site or on LINGUIST .



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