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Latin: A Linguistic Introduction

By Renato Oniga and Norma Shifano

Applies the principles of contemporary linguistics to the study of Latin and provides clear explanations of grammatical rules alongside diagrams to illustrate complex structures.


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The Ancient Language, and the Dialect of Cornwall, with an Enlarged Glossary of Cornish Provincial Words

By Frederick W.P. Jago

Containing around 3,700 dialect words from both Cornish and English,, this glossary was published in 1882 by Frederick W. P. Jago (1817–92) in an effort to describe and preserve the dialect as it too declined and it is an invaluable record of a disappearing dialect and way of life.


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Linguistic Bibliography for the Year 2013

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ReCALL

Call Deadline: 30-Nov-2012

Call Information:
ReCALL Journal Special Issue: Call for Papers

Researching uses of corpora for language teaching and learning

Submission deadline: 30 November 2012
Publication date: May 2014

Guest editors:
Pascual Pérez-Paredes
English Department
Universidad de Murcia
Campus de la Merced
30071 Murcia
SPAIN
pascualf@um.es

Alex Boulton
CRAPEL - ATILF / CNRS, Nancy-Université
BP 3397
54015 Nancy cedex
FRANCE
alex.boulton@univ-nancy2.fr

Corpus linguistics has revolutionised many fields of language study, and
represents the epitome of empirical research in language description. Corpora
can even be used as a learning tool or reference resource by learners and
teachers, as well as other native and non-native language users, in what has
come to be known as 'data-driven learning' (DDL). However, it is frequently
claimed that there is a dearth of empirical research in the field of DDL -
especially outside the restricted environment of higher education. Such
research is essential to afford further insight into both the possibilities and
limitations of using language corpora in a variety of contexts, whether in
mainstream practice among 'ordinary' teachers and learners, or for more
innovative or specialised uses.

Proposals are invited for qualitative and quantitative empirical studies
investigating various aspects of corpus use in language teaching and
learning, from individual case studies to large-scale quantitative statistical
studies, from short-term acquisition to long-term outcomes and changes in
learner behaviour.

We are especially interested in new populations of potential corpus users,
such as:
· younger learners in primary and secondary education;
· adult learners in continuing education and language schools;
· trainee teachers and practising teachers (pre-service or in-service);
· academic users in fields from translation to literature, civilisation and other
disciplines;
· non-academic users in professional contexts.

Innovative practice in terms of corpus use for new environments and new
activities is also welcomed:
· in class, in computer rooms, on line, and in blended or distance
programmes;
· in directed instruction as well as in more autonomous conditions;
· using paper-based materials, hands-on consultation, or integrating corpora
into other software;
· showing innovative uses of corpora beyond traditional concordancing;
· based on new types of corpora, from the Internet to disposable corpora to
multimodal corpora;
· involving learners at other levels of corpus use, e.g. in building their own
corpora;
· using learner corpora to feed back into teaching and learning practices;
· etc.

This special issue of ReCALL marks over two decades of data-driven learning
since the publication of the seminal Classroom Concordancing (Johns & King
1991), and is dedicated to the ground-breaking but ever practical work of the
late Tim Johns.

Papers, to a maximum of 8000 words, should be submitted electronically to
June Thompson, d.j.thompson@hull.ac.uk no later than 30 Nov 2012. Please
use the published ReCALL guidelines at http://www.eurocall-
languages.org/recall/contribnotes.html when preparing your paper.

ReCALL is the journal of EUROCALL, an international journal published by
Cambridge University Press and listed in the major abstracting and indexing
services.

www.eurocall-languages.org/recall/index.html
www.journals.cambridge.org/jid_REC


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