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Applied Corpus Linguistics

Edited by Eric Friginal and Paul Thompson

Applied Corpus Linguistics is a new, international peer-reviewed journal for the dissemination of research that reports or supports the applications of corpus linguistics methods, theories, applications, techniques and tools to a wide variety of real-world contexts.

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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."

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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."

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Dissertation Information

Title: Bilingual Dialogic Book-Reading Intervention for Preschool Children with Slow Expressive Vocabulary Development: A feasibility study Add Dissertation
Author: Irina Dubinski Update Dissertation
Email: click here to access email
Institution: University of Toronto, Department of Linguistics
Completed in: 2010
Linguistic Subfield(s): Language Acquisition;
Subject Language(s): English
Director(s): Nina Spada
Alice Eriks-Brophy
Luigi Girolametto
Xi Chen-Bumgartner

Abstract: The purpose of the study was to examine the feasibility of a dialogic
book-reading intervention for bilingual preschool children with expressive
vocabulary delays. The intervention was provided in English and Spanish
concurrently to an experimental group of six children, while six children
were in a delayed treatment control group. Dialogic book-reading has been
shown previously to be effective with monolingual children, and the current
study was the first to extend it to bilingual children. The children
participating in the study were 22 - 41 months-old and were recruited from
the waiting list of an agency providing speech-language services. The
intervention was provided in English in the children's homes by the primary
investigator and in Spanish by the children's mothers, who were trained in
the techniques of dialogic book-reading. Thirty fifteen-minute sessions in
each language using dialogic book-reading strategies were provided to each
child in the intervention group over six weeks. The study examined the
acquisition of ten target words selected for each child in English and
Spanish separately, in addition to overall increases in the children's
vocabularies. The children in the intervention group learned significantly
more target words in each language following the intervention than did the
children in the control group. The children in the intervention group were
also able to produce the acquired words at a delayed posttest six weeks
following the posttest. The intervention also led to an improvement in the
ability of the children in the intervention group to stay focused on
book-reading tasks. The gains in the overall vocabulary of the children in
the two groups did not differ significantly. The mothers' evaluations of
the intervention revealed their satisfaction with the approach. The mothers
were successful in learning dialogic book-reading strategies and stated
that they felt empowered to improve their child's vocabulary development.