| Preface to second edition |
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xi | |
| Why we wrote this book |
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xi | |
| Who the book is for |
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xi | |
| What the book does |
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xii | |
| What the book doesn't do |
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xii | |
| The second edition |
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xii | |
| Acknowledgments |
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xiii | |
| International Phonetic Alphabet |
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xiv | |
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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 | (2) |
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7 | (3) |
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10 | (1) |
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Setting up data-based research |
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10 | (4) |
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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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19 | (2) |
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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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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 | (1) |
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33 | (1) |
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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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38 | (1) |
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38 | (2) |
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Carer language (or child-directed speech) |
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40 | (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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41 | (1) |
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41 | (2) |
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43 | (1) |
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Later language acquisition |
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43 | (2) |
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Second-language acquisition |
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45 | (15) |
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45 | (1) |
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Textbooks and major journals |
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46 | (1) |
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47 | (1) |
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Central themes and project ideas |
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48 | (12) |
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Developmental sequences and the process of acquisition |
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48 | (1) |
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Comparison of L1 and L2 acquisition |
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48 | (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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52 | (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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54 | (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 | (1) |
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Effect of the year abroad |
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57 | (1) |
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Role of the social and political status of English as L2 |
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58 | (2) |
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60 | (15) |
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Textbooks and major journals |
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60 | (1) |
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Central themes and project ideas |
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61 | (14) |
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61 | (2) |
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63 | (1) |
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64 | (2) |
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Words in isolation and in combination |
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66 | (3) |
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69 | (1) |
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70 | (1) |
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71 | (4) |
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Style in spoken and written texts |
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75 | (17) |
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Textbooks and major journals |
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76 | (1) |
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Central themes and project ideas |
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77 | (15) |
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Sound patterns within texts |
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77 | (2) |
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Lexical choice within texts |
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79 | (1) |
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Grammatical structure within texts |
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80 | (2) |
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Interpersonal function of texts |
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82 | (2) |
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Formality and informality |
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84 | (1) |
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85 | (2) |
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87 | (1) |
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87 | (2) |
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Electronically conveyed texts |
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89 | (3) |
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92 | (10) |
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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 | (7) |
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95 | (1) |
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96 | (1) |
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97 | (5) |
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102 | (11) |
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102 | (1) |
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Textbooks and major journals |
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103 | (1) |
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Central themes and project ideas |
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103 | (10) |
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The gender variable in linguistic research |
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103 | (1) |
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Attitudes towards male and female language |
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104 | (1) |
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Gender differences in accent and dialect |
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105 | (1) |
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Differences in conversation and style of language use |
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106 | (2) |
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108 | (1) |
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Explanations of difference |
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108 | (1) |
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109 | (1) |
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Gender-differentiated language in first-language acquisition |
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110 | (1) |
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Language, gender and education |
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111 | (2) |
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Accents and dialects of English |
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113 | (13) |
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114 | (1) |
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Textbooks, reference sources and major journals |
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114 | (2) |
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Which accent/dialect to choose |
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116 | (1) |
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116 | (1) |
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What to look for in an accent |
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117 | (1) |
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What to look for in a dialect |
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117 | (2) |
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Possible angles and project ideas |
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119 | (6) |
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Comparing the speech of three generations |
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119 | (1) |
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Comparing the accents of different non-native speakers |
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120 | (1) |
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Explaining why a variety has come about |
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121 | (1) |
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The political dimension of a variety |
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121 | (1) |
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Accent and dialect in literature |
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122 | (1) |
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123 | (1) |
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Comparison of two varieties |
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124 | (1) |
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125 | (1) |
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126 | (13) |
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Textbooks, reference sources and major journals |
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127 | (1) |
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Central themes and project ideas |
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128 | (7) |
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Researching words and names |
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128 | (3) |
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Pronunciation and spelling |
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131 | (2) |
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History of English dialects |
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133 | (1) |
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The profile of a feature of English across time |
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133 | (1) |
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Sociopolitical trends and influences on English |
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133 | (1) |
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English as a world language |
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134 | (1) |
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The influence of literacy on language |
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135 | (1) |
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135 | (4) |
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PART II TECHNIQUES FOR COLLECTING DATA |
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Audio- and video-recorded data |
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139 | (5) |
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139 | (1) |
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139 | (1) |
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139 | (1) |
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139 | (1) |
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140 | (1) |
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How much data do you need? |
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140 | (1) |
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141 | (1) |
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142 | (1) |
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142 | (2) |
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144 | (8) |
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What does experimentation involve? |
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144 | (2) |
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146 | (2) |
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148 | (2) |
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Advantages of experimental research |
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150 | (1) |
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Disadvantages of experimental research |
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150 | (2) |
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Questionnaires, interviews and focus groups |
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152 | (16) |
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Deciding if you need a questionnaire, interview or focus group |
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152 | (1) |
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Common uses of interviews, focus groups and questionnaires |
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153 | (1) |
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153 | (1) |
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Personal information, confidentiality and anonymity |
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154 | (1) |
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Limitations of self-report |
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154 | (1) |
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Ways of getting information |
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155 | (3) |
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158 | (1) |
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158 | (4) |
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162 | (3) |
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165 | (3) |
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Observation and case studies |
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168 | (5) |
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168 | (2) |
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170 | (3) |
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Ethical considerations in research projects |
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173 | (6) |
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Ethics policies and guidelines |
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173 | (1) |
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The difference between confidentiality and anonymity |
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174 | (1) |
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175 | (4) |
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PART III TOOLS FOR DATA ANALYSIS AND PROJECT WRITING |
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Transcribing speech phonetically and phonemically |
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179 | (6) |
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The difference between phonetic and phonemic transcription |
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179 | (1) |
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180 | (1) |
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Phonetic and phonemic symbols in word processing |
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181 | (1) |
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Hints on writing about pronunciation |
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182 | (1) |
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183 | (2) |
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Transcribing speech orthographically |
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185 | (11) |
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How to organize the presentation of a transcription |
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185 | (2) |
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187 | (1) |
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Silence and non-verbal communication in conversation |
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188 | (1) |
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Dealing with unusual pronunciations |
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189 | (1) |
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Transcribing unclear utterances |
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190 | (1) |
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Marking pitch, emphasis, volume and speed |
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191 | (2) |
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193 | (1) |
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Presenting the transcription |
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194 | (1) |
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Presenting the audio data |
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195 | (1) |
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Using computers to study texts |
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196 | (9) |
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196 | (1) |
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196 | (1) |
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How do corpus searches operate? |
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197 | (3) |
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How do you find a corpus? |
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200 | (2) |
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What are the main text analysis tools? |
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202 | (1) |
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Making sense of corpus annotation |
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202 | (1) |
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Using corpora effectively in your work |
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203 | (1) |
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Compiling your own corpus: potential problems |
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203 | (1) |
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204 | (1) |
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204 | (1) |
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Statistics and your project |
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205 | (16) |
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Do you need graphs and calculations in your project? |
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205 | (1) |
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Descriptive statistics and basic calculations |
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206 | (7) |
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Using statistical analyses |
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213 | (4) |
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217 | (1) |
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Help for the mathematically insecure |
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218 | (1) |
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Key to the most common algebraic symbols used in basic statistics |
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219 | (2) |
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221 | (16) |
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221 | (4) |
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225 | (9) |
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234 | (3) |
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Plagiarism and how to avoid it |
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237 | (15) |
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237 | (1) |
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238 | (1) |
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How to avoid accidental plagiarism: some strategies |
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238 | (14) |
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Hints on writing good academic English |
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252 | (6) |
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Before you start to write |
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252 | (1) |
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253 | (1) |
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254 | (1) |
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255 | (1) |
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255 | (1) |
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256 | (2) |
| References |
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258 | (19) |
| Index |
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277 | |
