Publishing Partner: Cambridge University Press CUP Extra Publisher Login

New from Cambridge University Press!


Voice Quality

By John H. Esling, Scott R. Moisik, Allison Benner, Lise Crevier-Buchman

Voice Quality "The first description of voice quality production in forty years, this book provides a new framework for its study: The Laryngeal Articulator Model. Informed by instrumental examinations of the laryngeal articulatory mechanism, it revises our understanding of articulatory postures to explain the actions, vibrations and resonances generated in the epilarynx and pharynx."

New from Oxford University Press!


Let's Talk

By David Crystal

Let's Talk "Explores the factors that motivate so many different kinds of talk and reveals the rules we use unconsciously, even in the most routine exchanges of everyday conversation."

E-mail this page 1

We Have a New Site!

With the help of your donations we have been making good progress on designing and launching our new website! Check it out at!
***We are still in our beta stages for the new site--if you have any feedback, be sure to let us know at***

Dissertation Information

Title: Teach Yourself?: Language learning through self-instruction manuals in nineteenth-century Scandinavia Add Dissertation
Author: Louise Sorensen Update Dissertation
Email: click here to access email
Institution: University of Sheffield, Department of English Language and Linguistics
Completed in: 2010
Linguistic Subfield(s): Applied Linguistics;
Subject Language(s): Danish
Norwegian Bokmål
Director(s): Andrew Linn

Abstract: To learn a foreign language from a self-instruction manual (teach-yourself
book) is not as easy as the publishers will have us believe. Despite this,
the genre has endured for many centuries. This thesis argues that the
robustness of self-instruction language manuals is due to their ability to
adapt to the personal circumstances of their readers. By surveying ordinary
nineteenth-century Scandinavians, it is established that they turned to
self-directed learning as a consequence of social and economic developments
in the region.

At the time, early globalisation was felt in terms of increased travel and
trade. As a consequence, people needed to acquire foreign languages for the
purpose of everyday communication. Because this area of second language
acquisition was practical and took place outside formal education, it has
not been accepted as part of the history of applied linguistics. I argue
that 'utilitarian language learning' deserves to be included as an example
of the current theory of autonomous learning. I also draw the conclusion
that autonomy is actually one of the reasons why self-instruction manuals
are not as effective as traditional language teaching, because the learners
take charge of their own learning process and as a result often suffer from
lack of motivation and opportunities to practise the language. I do,
however, maintain that the works themselves are not inherently inept. The
nineteenth-century methods were actually an improvement upon existing
methods by focusing on the spoken rather than the written language.

Finally, I investigate why abstract notions of language, culture and
identity were not present in works that could essentially disseminate
elitist ideas to the general population. I argue that because the genre was
highly commercialised, the authors deliberately chose to exclude topics
that had political undertones and the potential to alienate parts of the