Book announced at https://linguistlist.org/issues/33.3881

AUTHOR: George Yule
TITLE: The Study of Language
PUBLISHER: Cambridge University Press
YEAR: 2022

REVIEWER: Martin Gitterman

Note: This review was penned by the late Martin Gitterman some months before his death. Although he did not have a chance to approve the light editing done by the LINGUIST reviews staff, we have decided to post the review anyway, so as not to lose any piece of Gitterman’s work.

SUMMARY

The Study of Language is an introductory textbook in general linguistics. It contains 20 chapters, each devoted to a particular sub-field within linguistics. Assorted exercises are provided at the end of each chapter. In the Preface, Yule states that he wrote the book intending “to provide a broad yet concise treatment of a large number of topics, especially for those who may have had little previous experience with the vocabulary, symbols and descriptions employed in language analysis” (p. xi). The textbook exercises are designed to give students the opportunity to engage in the application of material learned in the chapters, thus going beyond purely rote activities.

Chapter 1 (“The Origins of Language”) and Chapter 2 (“Animals and Human Language”) provide introductory material, helping to establish a framework leading into the core material of the book. In the first chapter, the unique capacity of human beings for language development is noted to be inextricably linked to a comprehensive explanation of the origins of language. In Chapter 2, some attributes common across human languages are described. A focus on animal communication systems reveals that, at best, they differ immeasurably from human systems in complexity and degree of advancement.

Chapter 3 (”The Sounds of Language”) and Chapter 4 (“The Sound Patterns of Language”) address basic principles of articulatory phonetics and phonology, respectively. Chapter 3 explains the International Phonetic Alphabet, with a focus on the classification of consonants and vowels. Learners are cautioned that phonetic transcription is based on sounds, not spelling. It is also indicated that pronunciation varies across speakers of different varieties of a language. In Chapter 4, readers are made aware of the abstract nature of phonology, a field of study encompassing rules and patterns that function as tacit knowledge in speakers of a language. A number of concepts central to the study of phonology are explained (e.g., phoneme, phone, allophone, coarticulation).

Chapter 5 (“Word Formation”) and Chapter 6 (“Morphology”) focus on various aspects of the study of individual words. Chapter 5 presents an overview of numerous processes that result in the formation of new words. Among the processes outlined are borrowing, compounding, clipping, and coinage. The discussion is copiously illustrated, including reference to languages other than English. Readers learn that a detailed analysis of the formation of a given word may involve more than one of the processes listed. In Chapter 6, the internal structure of words is of primary concern. The explanations incorporate key terminology of morphology, with an emphasis on how the concepts introduced are related. Illustrations extend beyond the English language.

Chapter 7 (“Grammar”) and Chapter 8 (“Syntax”) address grammatical structure and analysis. Central to the discussion is an understanding of the order of words in an utterance. In Chapter 7, one finds some of the basic principles of traditional grammar. Included are explanations of parts of speech and agreement. Prescriptivism and descriptivism as they relate to grammar are noted. The function of a constituent in grammatical theory is introduced. In Chapter 8, more advanced and abstract aspects of syntactic theory are treated. The concept of a generative grammar is introduced, including mention of how to write phrase structure rules using appropriate notational devices. Numerous tree diagrams are presented. Movement rules are also discussed.

Chapter 9 (“Semantics”) provides a comprehensive overview of key principles linked to the study of meaning. Semantic features are explained, including reference to the role of features in componential analysis. Pointing out that the study of semantics goes beyond the role of semantic features, the chapter addresses major semantic roles (e.g., agent, theme) with illustrative examples. Also included in the chapter are many of the basic semantic relations commonly studied in introductory semantics (e.g., synonymy, antonymy, hyponymy). The increased interest in corpus linguistics is addressed and related to the study of semantics.

Chapter 10 (“Pragmatics) and Chapter 11 (“Discourse Analysis”) focus on the dynamic of communication/conversation. In Chapter 10 examples are provided to illustrate that literal word meanings in a statement are not necessarily sufficient to convey the communicative intent of the speaker. Pragmatics is the study of the intended meaning and accurate interpretation requires one to consider the context in which words are uttered. The chapter includes, but extends well beyond, relevant information on the topics of presuppositions, Gricean Maxims, and Speech Acts. In Chapter 11 a definitional foundation regarding the scope of discourse analysis is provided and is followed by a study of ways of analyzing conversations (e.g., turn-taking). Extensive illustrative examples are provided.

Chapter 12 (“Language and the Brain”) presents an introductory look at neurolinguistics. Among the areas of the brain highlighted are Broca’s area and Wernicke’s area. Broca’s aphasia and Wernicke’s aphasia are explained and contrasted. Beyond the study of aphasia, the chapter discusses slips of the tongue and related phenomena. Age-related differences in language acquisition are incorporated in a section on the critical period.

Chapter 13 (“First Language Acquisition”) and Chapter 14 (”Second Language Acquisition”) provide an overview of the process of language development, both first and second, respectively. In Chapter 13, the reader learns about the relative automaticity with which children acquire their first language, and their accomplishment is not attained as the result of instruction. Accordingly, the term “innate predisposition” is used to describe this remarkable capacity. Initial stages in the process of first language acquisition are described (e.g., cooing, babbling). along with mention of characteristics linked to the acquisition of various aspects of the language (e.g., syntax, morphology). In Chapter 14 some differences between first and second language acquisition are noted, along with defining some key terminology (e.g., contrasts like “foreign language” v. “second language” and “acquisition” v. “learning”). Second language performance is discussed in terms of age, emotional state (“affective factors”) and motivation. A chronological presentation of teaching methods highlights the trajectory over the years in the direction of fostering active use of the second language.

Chapter 15 (“Gestures and Sign Languages”) and Chapter 16 (“Written Language”) address communication outside the spoken mode. In Chapter 15 a distinction between “gesture” and “sign” is explained and helps to establish the framework for the discussion of sign languages to follow. While American Sign Language (ASL) constitutes the core of the discussion, other sign languages are addressed as well. The formation of signs is discussed and illustrated in some detail for the expression “thank you” in ASL. In Chapter 16 writing is defined and, unlike speaking a first language, it is an activity that requires instruction. Writing that conveys a message by means other than language (e.g., pictograms) is illustrated. Writing systems (e.g., syllabic and alphabetic) are explained, along with reference to particular languages. The writing system of English is addressed in some detail

Chapter 17 (“Language History and Change”) provides a broad, yet still introductory, view of historical linguistics. The purpose of a family tree is explained and then illustrated with branches extending from Indo-European (Figure 17.1). The process of Comparative Reconstruction is outlined and its purpose is made clear. A focus on the history of English precedes an analysis of changes that occur in language over time. These changes (e.g., phonological, syntactic) are amply illustrated.

Chapter 18 (“Regional Variation in Language”) and Chapter 19 (”Social Variation in Language”) provide an overview of linguistic varieties in specified contexts. In Chapter 18 the focus is on varieties based on location. Relevant terminology is explained (e.g., “standard language,” “accent,” “dialect”). Regional dialects are discussed, including reference to their representation on maps enhanced by isoglosses. The treatment of varieties in a particular location extends beyond dialects to encompass languages. Chapter 19 discusses the role of social class as it relates to dialect differences, with phonological and grammatical examples used to provide concrete illustrations. African American Vernacular English is described in some detail.

In Chapter 20 (“Language and Culture”), the concluding chapter of the book, a definition of “culture” lays the groundwork for the material to follow. Opposing viewpoints on the role language plays in influencing thought and perception are presented. Multiple examples, drawn from a range of languages, help to illustrate the link between language and culture.

EVALUATION

It is clear that Yule has achieved his aim in writing this book. It is written in a manner that makes it accessible to the beginning student. Yule’s goal of providing “a broad yet concise treatment” is achieved by exploring 20 sub-fields within linguistics, each one covered in a relatively short, yet substantive, chapter in which the reader is made aware of the material studied in that sub-field, along with relevant linguistic terminology. As each of the topics covered encompasses extensive material, much of it quite technical, the ability to provide the reader with core knowledge in a given field in one chapter, and not merely some superficial observations, is not an easy task. That task is performed successfully in this book, thus making it a very meaningful experience for the reader. The ability to tease apart what should be included in an introductory book in any of the sub-fields of linguistics from the massive amount of material that could be included is a major commendable feature of this book. The language and style used throughout the book, while appropriately technical, is designed to facilitate comprehension by the target audience, which includes those without prior training in linguistics. The extensive use of Tables and Figures also helps greatly in fostering understanding of the material.

This book has the advantage of providing the instructor of a class (in which the book is being used) a great degree of flexibility. The instructor can select from the 20 chapters, each devoted to a specific sub-field, which ones to include in the syllabus. It is likely that the topics any instructor would like to include in a basic class in linguistics will be among those in the book. The exercises at chapter endings range greatly in the extent to which they challenge students. These exercises, consisting of “Study Questions,” “Tasks,” and “Discussion Topics/Projects,” enable an instructor to choose the particular exercises that best meet the needs of the students. Of course, an instructor may choose to assign exercises that are not included in the book, but having a book with numerous exercises ranging from rather basic to quite advanced is certainly advantageous.

In sum, “The Study of Language” covers a wide range of topics and covers them well. The book, which will in most cases be used as a textbook, provides the instructor with a great degree of flexibility in designing a syllabus. Beyond that, it is written in a manner that should make the learning experience for students not only productive, but enjoyable as well.

This book is currently in its eighth edition, and the suggestions made below are intended solely for consideration in publishing future editions and not to suggest major flaws in the current volume. It might be useful to focus more attention on some of the leading linguists across sub-fields of linguistics included in this book. The manner of focusing attention may simply be a reference to a key work (or works) or may involve a brief description of the influence of the particular linguist’s work. Many of the major linguists are referred to in the book and listed in the index, but there are some notable exceptions (e.g., Noam Chomsky). Additionally, it might be instructive to include a brief overview of Krashen’s Monitor Model, which would fit in nicely with the currently included treatment of both “acquisition” and “learning” in Chapter 14. Finally, I call attention to one typo on p. 165, where the reference to Table 10.3 in the section just below the Table is written incorrectly as 10.2, thus needing correction.

The overall assessment outlined in this review leads unquestionably to the conclusion that “The Study of Language” is an excellent book.

ABOUT THE REVIEWER

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