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The Social Origins of Language

By Daniel Dor

Presents a new theoretical framework for the origins of human language and sets key issues in language evolution in their wider context within biological and cultural evolution


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Preposition Placement in English: A Usage-Based Approach

By Thomas Hoffmann

This is the first study that empirically investigates preposition placement across all clause types. The study compares first-language (British English) and second-language (Kenyan English) data and will therefore appeal to readers interested in world Englishes. Over 100 authentic corpus examples are discussed in the text, which will appeal to those who want to see 'real data'


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Free Access 4 You

Free access to several Brill linguistics journals, such as Journal of Jewish Languages, Language Dynamics and Change, and Brill’s Annual of Afroasiatic Languages and Linguistics.


Academic Paper


Title: Review of Doctoral Research in Second-language Teaching and Learning in England (2006)
Author: Emma Marsden
Institution: University of York
Author: Suzanne Graham
Institution: University of Reading
Linguistic Field: Discipline of Linguistics
Abstract: Using the British ‘Index to Theses’, we found forty-seven Ph.D.s relating to second and foreign language learning and/or teaching defended in English universities in 2006. Objective criteria led us to fourteen theses which had investigated teaching and learning. Over half of these adopted a process–product research design with the aim of finding causal relationships between teaching and learning. Six theses focused on individual differences (motivation, strategies, attitudes), with three adopting an ‘effectiveness-of-intervention’ approach and three following more descriptive, exploratory designs. The designs of the ‘effectiveness-of-intervention’ studies varied greatly, ranging from naturalistic evaluations to highly controlled randomised control experiments. They covered a range of pedagogical concerns, including the use of computers, error correction, language portfolios, learner strategies and communicative-style activities. In addition to our own comments on the quality of the studies and reports, we present considerable methodological detail to enable the reader to evaluate the validity of the findings and claims made in each study. We argue that Ph.D. theses need to demonstrate fully that the implications drawn from the study are supported by the data collection and analyses described, which was not always the case in the theses reviewed. Finally, we make suggestions for future areas of investigation by postgraduate researchers.

CUP at LINGUIST

This article appears in Language Teaching Vol. 42, Issue 3, which you can read on Cambridge's site or on LINGUIST .



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