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