This volume outlines a model of language that can be characterized as functionalist, usage-based, dynamic, and complex-adaptive. The core idea is that linguistic structure is not stable and uniform, but continually refreshed by the interaction between three components: usage, the communicative activities of speakers; conventionalization, the social processes triggered by these activities and feeding back into them; and entrenchment, the individual cognitive processes that are also linked to these activities in a feedback loop. Hans-Jörg Schmid explains how this multiple feedback system works by extending his Entrenchment-and-Conventionalization Model, showing how the linguistic system is created, sustained, and continually adapted by the ongoing interaction between usage, conventionalization, and entrenchment. Fulfilling the promise of usage-based accounts, the model explains how exactly usage is transformed into collective and individual grammar and how these two grammars in turn feed back into usage. The book is exceptionally broad in scope, with insights from a wide range of linguistic subdisciplines. It provides a coherent account of the role of multiple factors that influence language structure, variation, and change, including frequency, economy, identity, multilingualism, and language contact.

This book offers a model of language that can be characterized as functionalist, usage-based, dynamic, and complex-adaptive. Schmid argues that linguistic structure is not stable, but continually refreshed by usage, conventionalization, and entrenchment. This wide-ranging volume will be of interest to linguists from a wide range of fields.

This text offers a model of language that can be characterized as functionalist, usage-based, dynamic, and complex-adaptive. Schmid argues that linguistic structure is not stable, but continually refreshed by usage, conventionalization, and entrenchment. This wide-ranging volume will be of interest to linguists from a wide range of fields.

For the whole of the last half-century, most theoretical syntacticians have assumed that knowledge of language is different from the tasks of speaking and understanding. There have been some dissenters, but, by and large, this view still holds sway. This book takes a different view: it continues the task set in hand by Kempson et al (2001) of arguing that the common-sense intuition is correct that knowledge of language consists in being able to use it in speaking and understanding. The Dynamics of Language argues that interpretation is built up across as sequence of words relative to some context and that this is all that is needed to explain the structural properties of language. The dynamics of how interpretation is built up is the syntax of a language system. The authors' first task is to convey to a general linguistic audience with a minimum of formal apparatus, the substance of that formal system. Secondly, as linguists, they set themselves the task of applying the formal system to as broad an array of linguistic puzzles as possible, the languages analysed ranging from English to Japanese and Swahili. It argues that knowledge in language consists of being able to use it in speaking and understanding. It analyses a variety of languages, from English to Japanese and Swahili. It appeals to a wide audience in the disciplines of language, linguistics, anthropology, education, psychology, cognitive science, law, media studies, and medicine.

This book brings together a collection of articles characterized by two main themes: the contrastive study of parallel phenomena in two or more languages, and an essentially functional approach in which language is regarded, first and foremost, as a rich and complex communication system, inextricably embedded in sociocultural and psychological contexts of use. The majority of the studies reported is empirical in nature, many making use of corpora or other textual materials in the language(s) under investigation. The book begins with an introductory section in which the editors provide surveys of the state of the art in both functional and contrastive linguistics. The other five sections of the volume are devoted to (i) a cognitive perspective on form and function, (ii) information structure, (iii) collocations and formulaic language, (iv) language learning, and (v) discourse and culture.

In this volume the author describes and systematically accounts for language variation in a Creole-speaking community and assesses the implications the study has on generally accepted notions of the nature of language. Based on an extensive study of Guyana, South America, the volume analyses the bewildering diversity found in the syntax and underlying semantics of tense and aspect of the language of that country and shows that data which at first sight appear merely chaotic in fact represent different developmental stages of the language existing side by side in the contemporary community. The volume also offers strong support for theories of Creole origins of 'Black English' in the United States. It should be of interest not only to those linguists involved in Creole and pidgin studies but also to anyone concerned with general linguistic theory.

This book honours the contribution of Marjolijn Verspoor to the development and implementation of dynamic usage-based (DUB) approaches in second language (L2) research and pedagogy. With chapters written by renowned experts in the field, the book addresses the dynamics of language, language learning and language teaching from a usage-based perspective. The book contains both theory and empirical work: the initial theoretical chapters present cutting-edge thinking in relation to both the scope of DUB theory and its applications, providing conceptual perspectives from cognitive grammar and linguistics, thinking-for-speaking (TFS), and Complex Dynamic Systems Theory (CDST) approaches, united by their shared underpinnings of language as a dynamic system of conventionalized routines. The second half of the volume showcases state-of-the-art methodologies to study dynamic trajectories of language learning, empirical investigations into the above-mentioned theoretical concepts, and innovative classroom implementations of DUB language pedagogy.