The papers in this volume cover a wide range of interrelated syntactic phenomena, from the history of core arguments, to complements and non-finite clauses, elements in the clause periphery, as well as elements with potential scope over complete sentences and even larger discourse chunks. In one way or another, however, they all testify to an increasing awareness that even some of the most central phenomena of syntax – and the way they develop over time – are best understood by taking into account their communicative functions and the way they are processed and represented by speakers’ cognitive apparatus. In doing so, they show that historical syntax, and historical linguistics in general, is witnessing a convergence between formerly distinct linguistic frameworks and traditions. With this fusion of traditions, the trend is undeniably towards a richer and more broadly informed understanding of syntactic change and the history of English. This volume will be of great interest to scholars of (English) historical syntax and historical linguistics within the cognitive-linguistic as well as the generative tradition.

This study brings together many of the resources needed for the exploration of English historical syntax and deals with many of the important changes in English sentence structure from Old English to present. It also features a survey of published research from both classical and modern linguistic traditions, as well as new research by the author. Provides guidance on methodology, important reference materials, and the general history of the English language.

This volume focuses on the relationship and interaction of language and science between 1700 and 1900. It pays particular attention to English History writing in late Modern English as compiled in the Corpus of History English Texts (CHET), a newly released sub-corpus of the Coruña Corpus of English Scientific Writing. The chapters cover methodological issues, the period and the status of the discipline itself, as well as pilot studies for the description of scientific discourse using CHET. They embrace topics in several linguistic fields: discourse analysis, syntax, semantics, morpho-syntax. The studies take into account extralinguistic parameters of texts, such as year of publication, sex of the author, geographical provenance of authors and the communicative formats/genres to which the text sample belongs. In the particular case of CHET, the collected samples can be grouped in eight different categories and such categories, as well as the above-mentioned metadata information, can be used to search the corpus. The book is of interest for scholars specialised in corpus linguistics and historical linguistics, as well as linguists in general. The metadata information used for analysis can also be of interest for historians and historians of science in particular.The Corpus of History English Texts (CHET), accompanied by the Coruña Corpus Tool (CCT), purpose-designed software by IrLab, is accessible online at the Repositorio Universidade Coruña at http://hdl.handle.net/2183/21849

Cognitive Exploration of Language and Linguistics is designed as a comprehensive introductory text for first and second-year university students of language and linguistics. It provides a chapter on each of the more established areas in linguistics such as lexicology, morphology, syntax, phonetics and phonology, historical linguistics, and language typology and on some of the newer areas such as cross-cultural semantics, pragmatics, text linguistics and contrastive linguistics. In each of these areas language is explored as part of a cognitive system comprising perception, emotion, categorisation, abstraction processes, and reasoning. All these cognitive abilities may interact with language and be influenced by language. Thus the study of language in a sense becomes the study of the way we express and exchange ideas and thoughts. This Second Revised Edition is corrected, updated and expanded. Cognitive Exploration of Language and Linguistics is clearly presented and organized after having been tested in several courses in various countries. Includes exercises (solutions to be found on the Internet).

The unifying topic of this volume is the role of information structure, broadly conceived, as it interacts with the other levels of linguistic description, syntax, morphology, prosody, semantics and pragmatics.

Shows English teachers how they can expand their curriculum beyond the traditional emphases on grammar and syntax, to help their students learn about many aspects of the English language, including general semantics, regional and social dialects, syntax, spelling, lexicography, and word origins. This book is suitable for classroom teachers.

This book presents cutting-edge research on the nature of grammatical systems developed by bilinguals and second language learners, as well as how speakers put these grammatical systems to use in processing language. The chapters provide a stimulating mix of theoretical contributions and experimental designs addressing a variety of research questions, such as learnability and access to Universal Grammar, native language influence, variability, and what propels language development from one stage to the next. Bilingual development is a special highlight here. The linguistic domains investigated are also extremely diverse, and include morphology, syntax, and language processing, as well as the interfaces between syntax and semantics and between syntax and discourse. The book covers the acquisition of an impressive number of languages including Arabic, Croatian, Chinese, English, German, Italian, Japanese, Portuguese, and Spanish as first or second languages. Through these diverse contributions, the reader will be able to identify and follow important new directions in which generative language acquisition is developing and expanding.