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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: Coherence in Narratives of Turkish-speaking Children: The Role of Noun Phrases Add Dissertation
Author: Hulya Özcan Update Dissertation
Email: click here to access email
Institution: University of Reading, Department of Linguistic Science
Completed in: 1993
Linguistic Subfield(s): Discourse Analysis; Psycholinguistics;
Subject Language(s): Turkish
Director(s): Paul Fletcher

Abstract: This study was designed as a cross-sectional study to investigate how Turkish-speaking children at the ages of 3, 5 and 7 and a group of adults employed noun phrases to achieve coherence in their narratives. Noun Phrase Coherence was studied in three aspects: reiteration of the referents; creating, maintaining and switching referents; and pronominalization. The results suggested that discourse awareness started in children as early as 3. Children starting from that age were capable of weaving their narratives around a number of referents. However, this ability was limited to main characters in the narrative only. With increasing age, children started to involve secondary characters in their narratives as well. In addition to reiteration of the referents, creating referents by means of appropriate linguistic expressions to create reference to referents on rare occasions suggested that the acquisition of this ability started around these ages but was not completed until later ages. Finally, the analysis of pronominalization of the referents showed that children were able to use pronouns anaphorically at all ages. The strategies adopted for pronominalization, though, changed with the increasing age. While younger children considered referents individually, older children chose pronominal forms, either null subjects or overt pronominal subjects, considering the referent which the reference was switched to as well as the characteristics of the referents which was being maintained.