| Acknowledgements |
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1 | (4) |
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1 | (1) |
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1 | (1) |
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2 | (3) |
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2 Questions linguists ask |
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5 | (43) |
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5 | (4) |
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6 | (1) |
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Human language versus other animal communication systems |
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6 | (1) |
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Hockett's design features of language |
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7 | (2) |
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9 | (7) |
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Language variation: languages and dialects |
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9 | (3) |
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12 | (4) |
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What does it mean to know a language? |
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16 | (4) |
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Our linguistic intuitions |
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16 | (3) |
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Linguistic competence and linguistic performance |
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19 | (1) |
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20 | (16) |
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20 | (7) |
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Prescriptive and descriptive grammar |
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27 | (3) |
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30 | (1) |
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First language acquisition |
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31 | (1) |
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Christopher the linguistic savant |
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32 | (1) |
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Contact languages and language genesis |
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33 | (3) |
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How do we study language scientifically? |
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36 | (12) |
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Gathering and analyzing data: the scientific method |
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37 | (1) |
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An example of scientific inquiry: english wh-question formation |
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38 | (5) |
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Exploring data from other languages |
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43 | (5) |
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3 The study of sound: phonetics and phonology |
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48 | (16) |
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48 | (4) |
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52 | (2) |
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54 | (1) |
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54 | (2) |
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56 | (4) |
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60 | (1) |
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61 | (1) |
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62 | (2) |
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4 The study of words: morphology |
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64 | (21) |
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65 | (1) |
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Derivational and inflectional affixation |
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66 | (6) |
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Expanding inflectional morphology |
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68 | (4) |
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72 | (4) |
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76 | (3) |
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79 | (2) |
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81 | (1) |
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82 | (3) |
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5 The study of sentence structure: syntax |
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85 | (19) |
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Revisiting syntactic categories |
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85 | (2) |
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87 | (2) |
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Hierarchical structure and recursion |
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89 | (2) |
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91 | (1) |
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92 | (3) |
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95 | (3) |
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98 | (1) |
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99 | (3) |
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Why study sentence structure? |
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102 | (2) |
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6 The study of meaning: semantics and pragmatics |
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104 | (17) |
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Semantic relationships among words |
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104 | (3) |
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Metaphor and figurative language |
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105 | (2) |
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Semantic relationships among sentences |
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107 | (1) |
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How sound and structure influence meaning |
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108 | (3) |
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How context shapes meaning: pragmatics |
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111 | (7) |
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112 | (3) |
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115 | (1) |
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116 | (1) |
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117 | (1) |
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118 | (3) |
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7 Studying language change: historical linguistics |
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121 | (17) |
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The study of language in the eighteenth century |
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121 | (1) |
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The comparative method and language family trees |
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122 | (6) |
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125 | (2) |
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127 | (1) |
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128 | (5) |
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129 | (1) |
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Phonological change (sound change) |
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130 | (1) |
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131 | (1) |
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131 | (2) |
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133 | (2) |
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Natural processes of language change |
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133 | (1) |
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134 | (1) |
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134 | (1) |
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135 | (1) |
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Why study language change? |
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135 | (3) |
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8 Studying language variation: sociolinguistics |
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138 | (17) |
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Language variation and region |
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139 | (1) |
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Dialectology and lexical variation |
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140 | (2) |
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142 | (3) |
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Factors affecting sound variation |
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143 | (2) |
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145 | (1) |
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146 | (1) |
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Language attitudes and linguistic discrimination |
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147 | (4) |
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Language policy and planning |
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151 | (2) |
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Why study language variation? |
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153 | (2) |
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9 Studying language in the brain: psycholinguistics |
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155 | (23) |
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First language acquisition |
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155 | (7) |
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Language acquisition rules and strategies |
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158 | (2) |
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What kids' `mistakes' tell us |
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160 | (1) |
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Studying language acquisition and syntax |
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161 | (1) |
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Psycholinguistics and Idioma de Senas de Nicaragua |
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162 | (2) |
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Brain lateralization and language functions |
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164 | (2) |
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166 | (3) |
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Factors affecting language in the brain |
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169 | (1) |
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Experimental methodologies |
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170 | (2) |
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172 | (3) |
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Why study psycholinguistics? |
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175 | (3) |
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10 After studying linguistics |
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178 | (32) |
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179 | (9) |
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Linguistics professor at a college or university |
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181 | (2) |
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183 | (3) |
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Teaching English to Speakers of Other Languages (TESOL) |
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186 | (2) |
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188 | (2) |
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190 | (1) |
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Speech language pathologist |
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191 | (2) |
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Editing and publishing, journalism |
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193 | (2) |
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195 | (1) |
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196 | (2) |
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Marketing and advertising |
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198 | (2) |
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Language documentation and revitalization |
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200 | (2) |
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202 | (1) |
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203 | (3) |
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206 | (4) |
| Index |
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210 | |
Biežāk uzdotie jautājumi par e-grāmatām