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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: Text Organisation Across Languages: A study of multi-word discourse markers in English, French and German academic and journalistic texts with implications for the teaching of writing and translation Add Dissertation
Author: Dirk Siepmann Update Dissertation
Email: click here to access email
Homepage: http://www.dirk-siepmann.de
Institution: Iowa State University, English Department
Completed in: 2002
Linguistic Subfield(s): Applied Linguistics;
Subject Language(s): English
French
German
Director(s): Dieter Wolff

Abstract: The study reported here falls into two parts.

The core aim of Part I is to establish a taxonomy of multi-word discourse markers in English, German and French and to describe their use in continuous text across the three idioms. The author begins by defining the term 'multi-word discourse marker'. Then he provides a broad overview of text organisation across languages. He proceeds to investigate what ideas multi-word discourse markers can express, and what functions they serve. Finally, he looks at the problems attendant upon their translation. A wide variety of corpus sources is laid under contribution with a view to building up a comprehensive picture of multi-word discourse marker use.

The purpose of Part II is to bring into sharper focus the role that multi-word discourse markers can play in the teaching of academic writing and translation. A corpus comprising advanced learner writing and published translations is subjected to critical analysis; pedagogical implications are then considered, and it is seen that teaching materials and dictionaries give multi-word discourse markers inadequate treatment. Finally, the author makes suggestions for the design of composition textbooks intended to remedy the deficiencies just mentioned. (Note: The research reported here is intimately connected with the design of a new textbook of composition.)