| Preface to the third edition |
|
ix | |
| Why we wrote this book |
|
ix | |
| Who the book is for |
|
ix | |
| What the book does |
|
ix | |
| What the book doesn't do |
|
x | |
| The second edition |
|
x | |
| The third edition |
|
x | |
| Acknowledgments |
|
xi | |
| International Phonetic Alphabet |
|
xii | |
|
1 Introduction: starting on the right foot |
|
|
1 | (16) |
|
|
|
1 | (2) |
|
|
|
3 | (2) |
|
|
|
5 | (3) |
|
|
|
8 | (2) |
|
|
|
10 | (1) |
|
Setting up data-based research |
|
|
11 | (3) |
|
Being streetwise: keeping on the right side of your assessor |
|
|
14 | (3) |
|
Part I Areas of Study and Project Ideas |
|
|
|
|
|
17 | (13) |
|
Textbooks and major journals |
|
|
17 | (1) |
|
Central themes and project ideas |
|
|
18 | (12) |
|
How psycholinguists conceptualize language |
|
|
19 | (1) |
|
How we understand language |
|
|
20 | (1) |
|
Psycholinguistics and grammatical theory |
|
|
21 | (1) |
|
Lexical and structural ambiguity |
|
|
22 | (1) |
|
How we produce spoken language |
|
|
23 | (3) |
|
|
|
26 | (1) |
|
|
|
27 | (3) |
|
3 First-language acquisition and development |
|
|
30 | (15) |
|
|
|
30 | (1) |
|
|
|
31 | (1) |
|
Textbooks and major journals |
|
|
31 | (1) |
|
|
|
32 | (1) |
|
|
|
32 | (2) |
|
Central themes and project ideas |
|
|
34 | (11) |
|
Longitudinal case studies |
|
|
34 | (1) |
|
Prelinguistic development |
|
|
35 | (1) |
|
Over-and under-extension: lexical and semantic development |
|
|
35 | (1) |
|
|
|
36 | (1) |
|
Development of phonology and intonation |
|
|
36 | (1) |
|
Comprehension of complex grammatical structures |
|
|
37 | (1) |
|
Children's metalinguistic awareness |
|
|
37 | (1) |
|
|
|
38 | (1) |
|
Carer language (or child-directed speech) |
|
|
39 | (1) |
|
Conversational development |
|
|
40 | (1) |
|
Sources of variation in child language |
|
|
40 | (1) |
|
|
|
41 | (1) |
|
|
|
42 | (1) |
|
Later language acquisition |
|
|
43 | (2) |
|
4 Second-language acquisition |
|
|
45 | (16) |
|
|
|
45 | (2) |
|
Textbooks and major journals |
|
|
47 | (1) |
|
|
|
48 | (1) |
|
Central themes and project ideas |
|
|
48 | (13) |
|
Developmental sequences and the process of acquisition |
|
|
48 | (1) |
|
Comparison of LI and L2 acquisition |
|
|
49 | (1) |
|
Language-learning targets |
|
|
49 | (1) |
|
|
|
50 | (1) |
|
Grammar-based and communication-based teaching |
|
|
50 | (2) |
|
|
|
52 | (1) |
|
Different concepts expressed in different languages |
|
|
53 | (1) |
|
The learner's approach and experience |
|
|
53 | (1) |
|
Interlanguage, error analysis, and contrastive analysis |
|
|
54 | (1) |
|
Language assessment and testing |
|
|
55 | (1) |
|
Bilinguals, multilinguals, and polyglots |
|
|
55 | (1) |
|
Language teaching policies |
|
|
56 | (2) |
|
Effect of the year abroad |
|
|
58 | (1) |
|
Role of the social and political status of English as L2 |
|
|
59 | (2) |
|
|
|
61 | (15) |
|
Textbooks and major journals |
|
|
61 | (1) |
|
Central themes and project ideas |
|
|
62 | (14) |
|
|
|
62 | (2) |
|
|
|
64 | (1) |
|
|
|
65 | (2) |
|
Words in isolation and in combination |
|
|
67 | (3) |
|
|
|
70 | (1) |
|
|
|
71 | (1) |
|
|
|
72 | (4) |
|
6 Style in spoken and written texts |
|
|
76 | (16) |
|
Textbooks and major journals |
|
|
77 | (1) |
|
Central themes and project ideas |
|
|
78 | (14) |
|
Sound patterns within texts |
|
|
79 | (1) |
|
Lexical choice within texts |
|
|
80 | (1) |
|
Grammatical structure within texts |
|
|
81 | (2) |
|
Interpersonal function of texts |
|
|
83 | (2) |
|
Formality and informality |
|
|
85 | (1) |
|
|
|
86 | (2) |
|
|
|
88 | (1) |
|
|
|
88 | (4) |
|
|
|
92 | (9) |
|
Terminology and central concepts |
|
|
93 | (1) |
|
Textbooks and major journals |
|
|
94 | (1) |
|
Central themes and project ideas |
|
|
95 | (6) |
|
|
|
95 | (1) |
|
|
|
96 | (1) |
|
|
|
97 | (4) |
|
|
|
101 | (10) |
|
|
|
101 | (1) |
|
Textbooks and major journals |
|
|
102 | (1) |
|
Central themes and project ideas |
|
|
102 | (9) |
|
The gender variable in linguistic research |
|
|
102 | (1) |
|
Attitudes towards male and female language |
|
|
103 | (1) |
|
Gender differences in accent and dialect |
|
|
104 | (1) |
|
Differences in conversation and style of language use |
|
|
105 | (1) |
|
|
|
106 | (1) |
|
Explanations of difference |
|
|
107 | (1) |
|
|
|
108 | (1) |
|
Gender-differentiated language in first-language acquisition |
|
|
108 | (1) |
|
Language, gender, and education |
|
|
109 | (2) |
|
9 Accents and dialects of English |
|
|
111 | (13) |
|
|
|
112 | (1) |
|
Textbooks, reference sources, and major journals |
|
|
112 | (2) |
|
Which accent/dialect to choose |
|
|
114 | (1) |
|
|
|
115 | (1) |
|
What to look for in an accent |
|
|
115 | (1) |
|
What to look for in a dialect |
|
|
115 | (2) |
|
Possible angles and project ideas |
|
|
117 | (5) |
|
Comparing the speech of three generations |
|
|
117 | (1) |
|
Comparing the accents of different non-native speakers |
|
|
118 | (1) |
|
Explaining why a variety has come about |
|
|
119 | (1) |
|
The political dimension of a variety |
|
|
119 | (1) |
|
Accent and dialect in literature |
|
|
120 | (1) |
|
|
|
121 | (1) |
|
Comparison of two varieties |
|
|
121 | (1) |
|
|
|
122 | (2) |
|
|
|
124 | (11) |
|
Textbooks, reference sources, and major journals |
|
|
125 | (1) |
|
Central themes and project ideas |
|
|
126 | (8) |
|
Researching words and names |
|
|
126 | (3) |
|
Pronunciation and spelling |
|
|
129 | (2) |
|
History of English dialects |
|
|
131 | (1) |
|
The profile of a feature of English across time |
|
|
131 | (1) |
|
Sociopolitical trends and influences on English |
|
|
131 | (1) |
|
English as a world language |
|
|
132 | (1) |
|
The influence of literacy on language |
|
|
133 | (1) |
|
|
|
134 | (1) |
|
11 Computer-mediated communication |
|
|
135 | (18) |
|
|
|
136 | (1) |
|
Textbooks and major journals |
|
|
136 | (1) |
|
Central themes and project ideas |
|
|
137 | (12) |
|
|
|
137 | (1) |
|
|
|
138 | (1) |
|
|
|
139 | (1) |
|
|
|
140 | (1) |
|
|
|
140 | (1) |
|
|
|
141 | (1) |
|
Interpersonal communication |
|
|
142 | (1) |
|
|
|
143 | (2) |
|
Technology and information |
|
|
145 | (2) |
|
Multilingualism and minority languages |
|
|
147 | (2) |
|
|
|
149 | (4) |
|
Part II Techniques for Collecting Data |
|
|
|
12 Audio- and video-recorded data |
|
|
153 | (4) |
|
|
|
153 | (1) |
|
|
|
153 | (1) |
|
|
|
153 | (1) |
|
|
|
154 | (1) |
|
|
|
154 | (1) |
|
How much data do you need? |
|
|
154 | (1) |
|
|
|
155 | (1) |
|
|
|
156 | (1) |
|
|
|
156 | (1) |
|
|
|
157 | (7) |
|
What does experimentation involve? |
|
|
157 | (2) |
|
|
|
159 | (2) |
|
|
|
161 | (2) |
|
Advantages of experimental research |
|
|
163 | (1) |
|
Disadvantages of experimental research |
|
|
163 | (1) |
|
14 Questionnaires, interviews, and focus groups |
|
|
164 | (15) |
|
Deciding if you need a questionnaire, interview, or focus group |
|
|
164 | (1) |
|
Common uses of interviews, focus groups, and questionnaires |
|
|
165 | (1) |
|
|
|
165 | (5) |
|
|
|
170 | (1) |
|
|
|
170 | (3) |
|
|
|
173 | (4) |
|
|
|
177 | (2) |
|
15 Observation and case studies |
|
|
179 | (5) |
|
|
|
179 | (2) |
|
|
|
181 | (3) |
|
16 Ethical considerations in research projects |
|
|
184 | (5) |
|
Ethics policies and guidelines |
|
|
184 | (1) |
|
The difference between confidentiality and anonymity |
|
|
185 | (1) |
|
|
|
186 | (3) |
|
Part III Tools for Data Analysis |
|
|
|
17 Transcribing speech phonetically and phonemically |
|
|
189 | (6) |
|
The difference between phonetic and phonemic transcription |
|
|
189 | (1) |
|
|
|
190 | (1) |
|
Phonetic and phonemic symbols in word-processing |
|
|
191 | (1) |
|
Hints on writing about pronunciation |
|
|
192 | (1) |
|
|
|
193 | (2) |
|
18 Transcribing speech orthographically |
|
|
195 | (10) |
|
How to organize the presentation of a transcription |
|
|
195 | (2) |
|
|
|
197 | (1) |
|
Silence and non-verbal communication in conversation |
|
|
198 | (1) |
|
Dealing with unusual pronunciations |
|
|
199 | (1) |
|
Transcribing unclear utterances |
|
|
200 | (1) |
|
Marking pitch, emphasis, volume, and speed |
|
|
201 | (2) |
|
|
|
203 | (1) |
|
Presenting the transcription |
|
|
203 | (1) |
|
Presenting the audio data itself |
|
|
204 | (1) |
|
19 Using computers to study texts |
|
|
205 | (9) |
|
|
|
205 | (1) |
|
|
|
205 | (1) |
|
How do corpus searches operate? |
|
|
206 | (3) |
|
How do you find a corpus? |
|
|
209 | (2) |
|
What are the main text analysis tools? |
|
|
211 | (1) |
|
Making sense of corpus annotation |
|
|
211 | (1) |
|
Using corpora effectively in your work |
|
|
212 | (1) |
|
Compiling your own corpus: potential problems |
|
|
212 | (1) |
|
|
|
213 | (1) |
|
|
|
213 | (1) |
|
20 Statistics and your project |
|
|
214 | (19) |
|
Do you need graphs and calculations in your project? |
|
|
214 | (1) |
|
Descriptive statistics and basic calculations |
|
|
215 | (6) |
|
Using statistical analyses |
|
|
221 | (4) |
|
|
|
225 | (1) |
|
Help for the mathematically insecure |
|
|
226 | (2) |
|
Key to the most common algebraic symbols used in basic statistics |
|
|
228 | (5) |
|
Part IV Presenting Your Work |
|
|
|
|
|
233 | (14) |
|
What is the purpose of referencing? |
|
|
233 | (1) |
|
|
|
233 | (1) |
|
What does a basic reference look like? |
|
|
234 | (1) |
|
What is the difference between a `references' list and a `bibliography'? |
|
|
234 | (1) |
|
|
|
234 | (3) |
|
Details of the Harvard system conventions |
|
|
237 | (8) |
|
Details of the Humane system conventions |
|
|
245 | (2) |
|
22 Plagiarism and how to avoid it |
|
|
247 | (14) |
|
|
|
247 | (1) |
|
|
|
248 | (1) |
|
How to avoid accidental plagiarism: some strategies |
|
|
248 | (13) |
|
|
|
248 | (1) |
|
|
|
249 | (1) |
|
|
|
249 | (1) |
|
|
|
250 | (11) |
|
23 Handy hints on writing good academic English |
|
|
261 | (6) |
|
Before you start to write |
|
|
261 | (1) |
|
|
|
262 | (1) |
|
|
|
263 | (1) |
|
|
|
263 | (1) |
|
|
|
264 | (1) |
|
|
|
265 | (2) |
|
24 Hints on giving a good oral presentation |
|
|
267 | (10) |
|
|
|
267 | (1) |
|
|
|
268 | (1) |
|
|
|
269 | (1) |
|
|
|
269 | (1) |
|
|
|
270 | (2) |
|
|
|
272 | (1) |
|
|
|
272 | (1) |
|
|
|
272 | (1) |
|
|
|
273 | (2) |
|
|
|
275 | (2) |
| References |
|
277 | (24) |
| Index |
|
301 | |
Biežāk uzdotie jautājumi par e-grāmatām