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Language Planning as a Sociolinguistic Experiment

By: Ernst Jahr

Provides richly detailed insight into the uniqueness of the Norwegian language development. Marks the 200th anniversary of the birth of the Norwegian nation following centuries of Danish rule


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Acquiring Phonology: A Cross-Generational Case-Study

By Neil Smith

The study also highlights the constructs of current linguistic theory, arguing for distinctive features and the notion 'onset' and against some of the claims of Optimality Theory and Usage-based accounts.


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Language Production and Interpretation: Linguistics meets Cognition

By Henk Zeevat

The importance of Henk Zeevat's new monograph cannot be overstated. [...] I recommend it to anyone who combines interests in language, logic, and computation [...]. David Beaver, University of Texas at Austin


Academic Paper


Title: Integrating a Corpus of Classroom Discourse in Language Teacher Education: The case of discourse markers
Author: CarolinaPAmador Moreno
Email: click here to access email
Institution: Universidad de Extremadura
Author: StephanieO'Riordan
Institution: Dublin City University
Linguistic Field: Applied Linguistics
Abstract: While language teacher education programmes and language syllabi in secondary education encourage the use of the target language in the classroom, resources to support teachers in this endeavour, such as books with useful phrases, do not state that the examples they provide are corpus-based, i.e. drawn from actual language use rather than invented phrases. This paper investigates whether consultation of a corpus of classroom discourse can be of benefit in language teacher education. The paper describes a project involving the creation of corpora of classroom discourse in French and Spanish, and the use of these corpora with student teachers. After setting the research in the context of corpora and classroom interaction, it examines issues such as the content of the corpora, the type of consultation (direct or mediated by the teacher), and the student teachers’ evaluation of the activity. Special attention is paid to one particular aspect of classroom interaction, discourse markers.

CUP at LINGUIST

This article appears in ReCALL Vol. 18, Issue 1, which you can read on Cambridge's site or on LINGUIST .



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