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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: Finding le mot juste: Differences between bilingual and monolingual children's lexical access in comprehension and production
Author: Stephanie Yan
Institution: University of Alberta
Author: Elena Nicoladis
Institution: University of Alberta
Linguistic Field: Psycholinguistics
Abstract: By school age, some bilingual children can score equivalently to monolinguals in receptive vocabulary but still lag in expressive vocabulary. In this study, we test whether bilingual children have greater difficulty with lexical access, as has been reported for adult bilinguals. School-aged French–English bilingual children were given tests of receptive vocabulary and picture naming. The bilingual children's performance was compared to English monolinguals'. We found that bilingual children scored slightly lower on some measures of comprehension and lower on producing the target word. The bilinguals were more likely to correctly identify the target picture even if they had not produced the name. The differences in comprehension but not production could be statistically accounted for by the variation in receptive vocabulary. These results suggest that, school-aged bilinguals can be close to monolinguals in receptive vocabulary but have a harder time accessing the exact word for production. We discuss reasons for this difficulty with lexical access and strategies that children used when they did not produce the target word.

CUP at LINGUIST

This article appears in Bilingualism: Language and Cognition Vol. 12, Issue 3, which you can read on Cambridge's site or on LINGUIST .



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