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Introductory Linguistics for Speech and Language Therapy Practice
Taschenbuch von James E. Miller (u. a.)
Sprache: Englisch

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Beschreibung

This practical introduction to linguistics is a must-have resource for all speech and language therapy students, providing you with the fundamental theory needed as a foundation for practice.

Written by authors with extensive experience in both research and teaching, Introductory Linguistics for Speech and Language Therapy Practice equips you with a practical understanding of relevant linguistic concepts in the key language areas of morphology, syntax, semantics, discourse and pragmatics. Each chapter opens by explaining why the information is of relevance to the speech language therapist, and this integrated approach is emphasised via reference to relevant clinical resources. Exercises throughout each chapter also allow you to test your understanding of key principles and apply this knowledge to other areas of your study.

This concise, readable guide is a core text for all undergraduate and postgraduate students of speech and language therapy, and is also ideal for qualified therapists wanting to enrich their understanding of the linguistic assessments they use in practice.

This practical introduction to linguistics is a must-have resource for all speech and language therapy students, providing you with the fundamental theory needed as a foundation for practice.

Written by authors with extensive experience in both research and teaching, Introductory Linguistics for Speech and Language Therapy Practice equips you with a practical understanding of relevant linguistic concepts in the key language areas of morphology, syntax, semantics, discourse and pragmatics. Each chapter opens by explaining why the information is of relevance to the speech language therapist, and this integrated approach is emphasised via reference to relevant clinical resources. Exercises throughout each chapter also allow you to test your understanding of key principles and apply this knowledge to other areas of your study.

This concise, readable guide is a core text for all undergraduate and postgraduate students of speech and language therapy, and is also ideal for qualified therapists wanting to enrich their understanding of the linguistic assessments they use in practice.

Über den Autor

Jan McAllister, Senior Lecturer, University of East Anglia, UK

Jim Miller, Emeritus Professor, University of Edinburgh, UK

Inhaltsverzeichnis

1 Introduction 1

1.0 Why do speech and language therapy students need to study linguistics? 1

1.1 Why do speech and language therapy students need this book? 2

1.2 Aims of this book, and what this book will not aim to do 3

1.3 Some preliminaries 4

1.3.1 Levels of description in language 5

1.4 How this book is organised 8

1.5 Exercises 9

Exercises using clinical assessments 9

Further reading 9

2 Words and Non-words 10

2.0 Introduction 10

2.1 Why do SLTs need this knowledge? 11

2.2 Learning objectives 12

2.3 Words, word-forms and lexemes 12

2.4 Testing word processing and related abilities 14

2.5 Principles of selection of items in clinical resources 15

2.6 Words and non-words 22

Chapter summary 23

Exercises using clinical resources 24

Further reading 24

3 Word Meaning 25

3.0 Introduction 25

3.1 Why do SLTs need this knowledge? 26

3.2 Learning objectives 26

3.3 Reference and sense 27

3.4 Lexical semantics 28

3.4.1 Lexemes, categories and concepts 28

3.4.2 Decomposition of word meaning 29

3.4.3 Basic concepts 31

3.4.4 Semantic fields 32

3.4.5 Sense relations 34

3.4.6 Lexical ambiguity 37

Chapter summary 38

Exercises using clinical resources 39

Further reading 40

4 Sentence Meaning 41

4.0 Introduction 41

4.1 Why do SLTs need this knowledge? 41

4.2 Learning objectives 42

4.3 Sentence-level meaning 42

4.3.1 Semantic roles 44

4.3.2 Reversibility 47

4.3.3 Contradiction 49

4.3.4 Syntactic ambiguity 50

Chapter summary 51

Exercises using clinical resources 51

Further reading 52

5 Parts of Speech 53

5.0 Introduction 53

5.1 Why do SLTs need this knowledge? 54

5.2 Learning objectives 54

5.3 Identifying parts of speech 55

5.3.1 Content words and function words 55

5.3.2 Why is it sometimes difficult to identify parts of speech in English? 55

5.3.3 Traditional, meaning-based criteria 57

5.3.4 Form-based criteria 57

5.3.5 Tests for parts of speech 61

Chapter summary 83

Exercises using clinical resources 83

Further reading 84

6 Word Structure 85

6.0 Introduction 85

6.1 Why do SLTs need this knowledge? 86

6.2 Learning objectives 86

6.3 Words and morphemes 87

6.4 Free and bound forms 89

6.5 Allomorphs 90

6.6 Common mechanisms of word formation in English 92

6.6.1 Compounding 92

6.6.2 Affixation 94

6.7 Mean length of utterance in morphemes 104

Chapter summary 104

Exercises using clinical resources 105

Further reading 106

7 Sentence Structure 1: Phrases and Clauses 107

7.0 Introduction 107

7.1 Why do SLTs need this knowledge? 108

7.2 Learning objectives 109

7.3 Syntax, morphology and the lexicon 109

7.4 Phrases 110

7.4.1 Criteria for phrases 111

7.4.2 Types of phrases 112

7.4.3 Heads, modifiers and phrase types 113

7.4.4 Phrases: noun phrases 114

7.4.5 Phrases: prepositional phrases 115

7.4.6 Phrases: adjective phrases 116

7.4.7 Phrases: adverb phrases 116

7.4.8 Phrases: verb phrases 117

7.5 Clauses 118

7.5.1 Elements of the clause 119

7.5.2 Elements of the clause: verb 121

7.5.3 Elements of the clause: subject 121

7.5.4 Elements of the clause: object 123

7.5.5 Elements of the clause: complement 127

7.5.6 Elements of the clause: adverbial 129

7.5.7 Phrases and grammatical functions 131

7.5.8 Notation for clauses 131

Chapter summary 133

Exercises using clinical resources 133

Further reading 134

8 Sentence Structure 2: Constructions and Main Clauses 135

8.0 Introduction 135

8.1 Why do SLTs need this knowledge? 136

8.2 Learning objectives 137

8.3 Declarative, interrogative and imperative clauses 137

8.3.1 Basic constructions: declarative clauses 138

8.3.2 Imperative clauses 139

8.3.3 Interrogative clauses: yes-no interrogatives 140

8.3.4 Interrogative clauses: wh interrogatives 141

8.3.5 Interrogative clauses: tag questions 141

8.4 The active, passive and middle constructions 143

8.4.1 Active clauses/constructions 143

8.4.2 Passive clauses/constructions 144

8.4.3 Middle clauses/constructions 145

8.5 Negation 147

Chapter summary 151

Exercises using clinical resources 152

Further reading 152

9 Sentence Structure 3: Subordinate Clauses and Sentences 153

9.0 Introduction 153

9.1 Why do SLTs need this knowledge? 153

9.2 Learning objectives 154

9.3 Main and subordinate clauses 154

9.4 Recognising different types of subordinate clause 155

9.4.1 Relative clauses 155

9.4.2 Adverbial clauses 156

9.4.3 Complement clauses 157

9.5 Clauses that modify nouns 159

9.6 Optional extra on relative clauses 161

9.7 Sentences 165

Chapter summary 166

Exercises using clinical resources 168

Further reading 168

10 Sentence Structure 4: Non-finite Clauses 169

10.0 Introduction 169

10.1 Why do SLTs need this knowledge? 170

10.2 Learning outcomes 170

10.3 Infinitives and (Type 1) gerunds 170

10.3.1 Understood subject and control 172

10.4 Type 2 gerunds 173

10.5 Bare-verb clauses 175

10.6 Free participle clauses 175

10.7 Reduced clauses 176

Chapter summary 179

Exercises using clinical resources 180

Further reading 180

11 Language in Use 1: Deixis and Reference 181

11.0 Introduction 181

11.1 Why do SLTs need this knowledge? 181

11.2 Learning objectives 182

11.3 Reference and deixis 182

11.3.1 Deixis: introduction 183

11.3.2 Deixis: personal pronouns 184

11.3.3 Deixis: demonstratives 186

11.3.4 Deixis: spatial expressions 188

11.3.5 Deixis: verbs of movement 189

11.3.6 Deixis: temporal expressions 191

11.3.7 Deixis: tense 193

11.3.8 Deixis: extended uses 194

11.4 Reference 197

Chapter summary 202

Exercises using clinical resources 202

Further reading 203

12 Language in Use 2: Frames and Scripts, Metaphor and Irony, Implicature, Explicature 204

12.0 Introduction 204

12.1 Why do SLTs need this knowledge? 205

12.2 Learning outcomes 206

12.3 Frames and scripts 206

12.4 Metaphor, irony, humour 209

12.5 Implicature 211

12.6 Explicature 216

12.7 Presupposition 219

Chapter summary 221

Exercises using clinical resources 222

Further reading 222

13 Language in Use 3: Speech Acts, Conversation 223

13.0 Introduction 223

13.1 Why do SLTs need this knowledge? 224

13.2 Learning objectives 224

13.3 Frames, scripts and norms 224

13.4 Speech acts 226

13.5 Conversation: scripts and routines 233

13.5.1 Turn taking 233

13.5.2 Adjacency pairs 234

13.5.3 Expansions 235

13.5.4 Preference organisation 236

13.5.5 Opening a conversation 237

13.5.6 Politeness 238

13.5.7 Topic management 238

13.5.8 Repair 241

13.6 Paralinguistic signals 244

Chapter summary 246

Exercises using clinical resources 246

Further reading 247

14 Narrative 1: Introduction - Coherence and Cohesion 248

14.0 Introduction 248

14.1 Why do SLTs need this knowledge? 249

14.2 Learning objectives 249

14.3 Tasks for speakers and writers 250

14.4 Concepts for analysing narrative 250

14.5 Spoken text 252

14.6 Coherence and cohesion 254

14.6.1 Coherence 254

14.6.2 Cohesion 255

Chapter summary 259

Exercises using clinical resources 260

Further reading 260

15 Narrative 2: Given and New, Theme, Focus 261

15.0 Introduction 261

15.1 Why do SLTs need this knowledge? 261

15.2 Learning objectives 262

15.3 Given and new information 262

15.4 Theme 264

15.5 Focus 270

15.5.1 Focus: tonic accent 270

15.5.2 Focus: IT clefts 272

15.5.3 Focus: WH clefts 274

15.5.4 Focus: TH clefts 275

15.6 Conclusion 276

Chapter summary 277

Exercises using clinical resources 278

Further reading 278

16 Narrative 3: Syntax and the Organisation of Text 279

16.0 Introduction 279

16.1 Why do SLTs need this knowledge? 279

16.2 Learning objectives 280

16.3 Tense and aspect in narrative 280

16.3.1 Tense and aspect: reminder of the main points 280

16.3.2 Simple Past versus Progressive in narrative 281

16.3.3 Perfect 281

16.3.4 Tense and aspect: problems of usage 282

16.4 Analysing clinical test narratives 283

16.4.1 The runaway tractor story 283

16.4.2 The safari park story 286

16.4.3 The sports day story 286

16.4.4 The squirrel story 287

16.5 Some loose ends 288

16.5.1 End weight 288

16.5.2 End weight: extraposition 288

16.5.3 Passives in narrative text 290

16.5.4 Non-finite clauses 292

Chapter summary 294

Exercises using clinical resources 294

17 Conclusion 297

Appendix A: Islands of Reliability for Determining Parts of Speech 299

Appendix B: SLT Resources...

Details
Erscheinungsjahr: 2013
Fachbereich: Angewandte Psychologie
Genre: Importe, Psychologie
Rubrik: Geisteswissenschaften
Medium: Taschenbuch
Inhalt: Kartoniert / Broschiert
ISBN-13: 9780470671108
ISBN-10: 0470671106
Sprache: Englisch
Einband: Kartoniert / Broschiert
Autor: Miller, James E.
Mcallister, Jan
Hersteller: John Wiley and Sons Ltd
Verantwortliche Person für die EU: preigu, Ansas Meyer, Lengericher Landstr. 19, D-49078 Osnabrück, mail@preigu.de
Maße: 244 x 170 x 19 mm
Von/Mit: James E. Miller (u. a.)
Erscheinungsdatum: 28.06.2013
Gewicht: 0,621 kg
Artikel-ID: 105690074
Über den Autor

Jan McAllister, Senior Lecturer, University of East Anglia, UK

Jim Miller, Emeritus Professor, University of Edinburgh, UK

Inhaltsverzeichnis

1 Introduction 1

1.0 Why do speech and language therapy students need to study linguistics? 1

1.1 Why do speech and language therapy students need this book? 2

1.2 Aims of this book, and what this book will not aim to do 3

1.3 Some preliminaries 4

1.3.1 Levels of description in language 5

1.4 How this book is organised 8

1.5 Exercises 9

Exercises using clinical assessments 9

Further reading 9

2 Words and Non-words 10

2.0 Introduction 10

2.1 Why do SLTs need this knowledge? 11

2.2 Learning objectives 12

2.3 Words, word-forms and lexemes 12

2.4 Testing word processing and related abilities 14

2.5 Principles of selection of items in clinical resources 15

2.6 Words and non-words 22

Chapter summary 23

Exercises using clinical resources 24

Further reading 24

3 Word Meaning 25

3.0 Introduction 25

3.1 Why do SLTs need this knowledge? 26

3.2 Learning objectives 26

3.3 Reference and sense 27

3.4 Lexical semantics 28

3.4.1 Lexemes, categories and concepts 28

3.4.2 Decomposition of word meaning 29

3.4.3 Basic concepts 31

3.4.4 Semantic fields 32

3.4.5 Sense relations 34

3.4.6 Lexical ambiguity 37

Chapter summary 38

Exercises using clinical resources 39

Further reading 40

4 Sentence Meaning 41

4.0 Introduction 41

4.1 Why do SLTs need this knowledge? 41

4.2 Learning objectives 42

4.3 Sentence-level meaning 42

4.3.1 Semantic roles 44

4.3.2 Reversibility 47

4.3.3 Contradiction 49

4.3.4 Syntactic ambiguity 50

Chapter summary 51

Exercises using clinical resources 51

Further reading 52

5 Parts of Speech 53

5.0 Introduction 53

5.1 Why do SLTs need this knowledge? 54

5.2 Learning objectives 54

5.3 Identifying parts of speech 55

5.3.1 Content words and function words 55

5.3.2 Why is it sometimes difficult to identify parts of speech in English? 55

5.3.3 Traditional, meaning-based criteria 57

5.3.4 Form-based criteria 57

5.3.5 Tests for parts of speech 61

Chapter summary 83

Exercises using clinical resources 83

Further reading 84

6 Word Structure 85

6.0 Introduction 85

6.1 Why do SLTs need this knowledge? 86

6.2 Learning objectives 86

6.3 Words and morphemes 87

6.4 Free and bound forms 89

6.5 Allomorphs 90

6.6 Common mechanisms of word formation in English 92

6.6.1 Compounding 92

6.6.2 Affixation 94

6.7 Mean length of utterance in morphemes 104

Chapter summary 104

Exercises using clinical resources 105

Further reading 106

7 Sentence Structure 1: Phrases and Clauses 107

7.0 Introduction 107

7.1 Why do SLTs need this knowledge? 108

7.2 Learning objectives 109

7.3 Syntax, morphology and the lexicon 109

7.4 Phrases 110

7.4.1 Criteria for phrases 111

7.4.2 Types of phrases 112

7.4.3 Heads, modifiers and phrase types 113

7.4.4 Phrases: noun phrases 114

7.4.5 Phrases: prepositional phrases 115

7.4.6 Phrases: adjective phrases 116

7.4.7 Phrases: adverb phrases 116

7.4.8 Phrases: verb phrases 117

7.5 Clauses 118

7.5.1 Elements of the clause 119

7.5.2 Elements of the clause: verb 121

7.5.3 Elements of the clause: subject 121

7.5.4 Elements of the clause: object 123

7.5.5 Elements of the clause: complement 127

7.5.6 Elements of the clause: adverbial 129

7.5.7 Phrases and grammatical functions 131

7.5.8 Notation for clauses 131

Chapter summary 133

Exercises using clinical resources 133

Further reading 134

8 Sentence Structure 2: Constructions and Main Clauses 135

8.0 Introduction 135

8.1 Why do SLTs need this knowledge? 136

8.2 Learning objectives 137

8.3 Declarative, interrogative and imperative clauses 137

8.3.1 Basic constructions: declarative clauses 138

8.3.2 Imperative clauses 139

8.3.3 Interrogative clauses: yes-no interrogatives 140

8.3.4 Interrogative clauses: wh interrogatives 141

8.3.5 Interrogative clauses: tag questions 141

8.4 The active, passive and middle constructions 143

8.4.1 Active clauses/constructions 143

8.4.2 Passive clauses/constructions 144

8.4.3 Middle clauses/constructions 145

8.5 Negation 147

Chapter summary 151

Exercises using clinical resources 152

Further reading 152

9 Sentence Structure 3: Subordinate Clauses and Sentences 153

9.0 Introduction 153

9.1 Why do SLTs need this knowledge? 153

9.2 Learning objectives 154

9.3 Main and subordinate clauses 154

9.4 Recognising different types of subordinate clause 155

9.4.1 Relative clauses 155

9.4.2 Adverbial clauses 156

9.4.3 Complement clauses 157

9.5 Clauses that modify nouns 159

9.6 Optional extra on relative clauses 161

9.7 Sentences 165

Chapter summary 166

Exercises using clinical resources 168

Further reading 168

10 Sentence Structure 4: Non-finite Clauses 169

10.0 Introduction 169

10.1 Why do SLTs need this knowledge? 170

10.2 Learning outcomes 170

10.3 Infinitives and (Type 1) gerunds 170

10.3.1 Understood subject and control 172

10.4 Type 2 gerunds 173

10.5 Bare-verb clauses 175

10.6 Free participle clauses 175

10.7 Reduced clauses 176

Chapter summary 179

Exercises using clinical resources 180

Further reading 180

11 Language in Use 1: Deixis and Reference 181

11.0 Introduction 181

11.1 Why do SLTs need this knowledge? 181

11.2 Learning objectives 182

11.3 Reference and deixis 182

11.3.1 Deixis: introduction 183

11.3.2 Deixis: personal pronouns 184

11.3.3 Deixis: demonstratives 186

11.3.4 Deixis: spatial expressions 188

11.3.5 Deixis: verbs of movement 189

11.3.6 Deixis: temporal expressions 191

11.3.7 Deixis: tense 193

11.3.8 Deixis: extended uses 194

11.4 Reference 197

Chapter summary 202

Exercises using clinical resources 202

Further reading 203

12 Language in Use 2: Frames and Scripts, Metaphor and Irony, Implicature, Explicature 204

12.0 Introduction 204

12.1 Why do SLTs need this knowledge? 205

12.2 Learning outcomes 206

12.3 Frames and scripts 206

12.4 Metaphor, irony, humour 209

12.5 Implicature 211

12.6 Explicature 216

12.7 Presupposition 219

Chapter summary 221

Exercises using clinical resources 222

Further reading 222

13 Language in Use 3: Speech Acts, Conversation 223

13.0 Introduction 223

13.1 Why do SLTs need this knowledge? 224

13.2 Learning objectives 224

13.3 Frames, scripts and norms 224

13.4 Speech acts 226

13.5 Conversation: scripts and routines 233

13.5.1 Turn taking 233

13.5.2 Adjacency pairs 234

13.5.3 Expansions 235

13.5.4 Preference organisation 236

13.5.5 Opening a conversation 237

13.5.6 Politeness 238

13.5.7 Topic management 238

13.5.8 Repair 241

13.6 Paralinguistic signals 244

Chapter summary 246

Exercises using clinical resources 246

Further reading 247

14 Narrative 1: Introduction - Coherence and Cohesion 248

14.0 Introduction 248

14.1 Why do SLTs need this knowledge? 249

14.2 Learning objectives 249

14.3 Tasks for speakers and writers 250

14.4 Concepts for analysing narrative 250

14.5 Spoken text 252

14.6 Coherence and cohesion 254

14.6.1 Coherence 254

14.6.2 Cohesion 255

Chapter summary 259

Exercises using clinical resources 260

Further reading 260

15 Narrative 2: Given and New, Theme, Focus 261

15.0 Introduction 261

15.1 Why do SLTs need this knowledge? 261

15.2 Learning objectives 262

15.3 Given and new information 262

15.4 Theme 264

15.5 Focus 270

15.5.1 Focus: tonic accent 270

15.5.2 Focus: IT clefts 272

15.5.3 Focus: WH clefts 274

15.5.4 Focus: TH clefts 275

15.6 Conclusion 276

Chapter summary 277

Exercises using clinical resources 278

Further reading 278

16 Narrative 3: Syntax and the Organisation of Text 279

16.0 Introduction 279

16.1 Why do SLTs need this knowledge? 279

16.2 Learning objectives 280

16.3 Tense and aspect in narrative 280

16.3.1 Tense and aspect: reminder of the main points 280

16.3.2 Simple Past versus Progressive in narrative 281

16.3.3 Perfect 281

16.3.4 Tense and aspect: problems of usage 282

16.4 Analysing clinical test narratives 283

16.4.1 The runaway tractor story 283

16.4.2 The safari park story 286

16.4.3 The sports day story 286

16.4.4 The squirrel story 287

16.5 Some loose ends 288

16.5.1 End weight 288

16.5.2 End weight: extraposition 288

16.5.3 Passives in narrative text 290

16.5.4 Non-finite clauses 292

Chapter summary 294

Exercises using clinical resources 294

17 Conclusion 297

Appendix A: Islands of Reliability for Determining Parts of Speech 299

Appendix B: SLT Resources...

Details
Erscheinungsjahr: 2013
Fachbereich: Angewandte Psychologie
Genre: Importe, Psychologie
Rubrik: Geisteswissenschaften
Medium: Taschenbuch
Inhalt: Kartoniert / Broschiert
ISBN-13: 9780470671108
ISBN-10: 0470671106
Sprache: Englisch
Einband: Kartoniert / Broschiert
Autor: Miller, James E.
Mcallister, Jan
Hersteller: John Wiley and Sons Ltd
Verantwortliche Person für die EU: preigu, Ansas Meyer, Lengericher Landstr. 19, D-49078 Osnabrück, mail@preigu.de
Maße: 244 x 170 x 19 mm
Von/Mit: James E. Miller (u. a.)
Erscheinungsdatum: 28.06.2013
Gewicht: 0,621 kg
Artikel-ID: 105690074
Sicherheitshinweis