2017 collection (152 titles)
/content/collections/jbe-2017
2017 collection (152 titles)
OK
Cancel
Collection Contents
-
-
Uralic Essive and the Expression of Impermanent State
show More to view fulltext, buy and share links for: show Less to hide fulltext, buy and share links for:This volume is the first book length study into the essive, a relatively unknown case marker like English ‘as (a child)’. It focuses on the distribution of the essive in contemporary Uralic languages with special attention to the opposition between permanent and impermanent state. The volume presents large sets of new data and insights into the use of the essive in nineteen Uralic languages on the basis of a typological linguistic questionnaire. The typological variation is discussed within the linguistic domains of non-verbal main predication, secondary predication, complementation, and manner, temporal, and circumstantial adverbial phrases. The descriptions and analyses are presented in such a way that they are accessible to linguists in general, descriptive and theoretical linguists, and specialists in Uralic and/or linguistic typology. The data and approach offer many starting points for further investigations within but also outside the Uralic language family.
-
-
-
Understanding Second Language Processing
show More to view fulltext, buy and share links for: show Less to hide fulltext, buy and share links for:This book aims to help researchers and teachers interested in language processing and Processability Theory (PT) to understand this theory and its applications. PT is an influential account of second language processing which hypothesizes that, due to the architecture of language processing, learners acquire second languages in developmental stages. This book lays out PT’s predictions and research on the development of diverse target languages – particularly English and Scandinavian languages – by learners of various categories. It discusses the typological issues facing PT and its contribution to an understanding of variation and cognitive constraints on pedagogy. However, the book also raises a critical eye to the literature which, after almost twenty years of evolution, requires explanation, clarification and, in some cases, extension. Why do some phenomena belong to different stages in different languages? Why are important types of variation under-represented? Is teaching as constrained as proposed in PT?
-