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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

The Linguistic Bibliography is by far the most comprehensive bibliographic reference work in the field. This volume contains up-to-date and extensive indexes of names, languages, and subjects.


Academic Paper


Title: “The Spotty Cow Tickled the Pig with a Curly Tail”: How Do Sentence Position, Preferred Argument Structure, and Referential Complexity Affect Children's and Adults’ Choice of Referring Expression?
Author: Anna L. Theakston
Institution: University of Manchester
Linguistic Field: Discourse Analysis; Language Acquisition
Abstract: In this study, 5-year-olds and adults described scenes that differed according to whether (a) the subject or object of a transitive verb represented an accessible or inaccessible referent, consistent or inconsistent with patterns of preferred argument structure, and (b) a simple noun was sufficient to uniquely identify an inaccessible referent. Results showed that although adults did not differ in their choice of referring expression based on sentence position, 5-year-olds were less likely to provide informative referring expressions for subjects than for objects when the referent was inaccessible. In addition, under complex discourse conditions, although adults used complex noun phrases to identify inaccessible referents, 5-year-olds increased their use of pronominal/null reference for both accessible and inaccessible referents, thus reducing their levels of informativeness. The data suggest that 5-year-olds are still learning to integrate their knowledge of discourse features with preferred argument structure patterns, that this is particularly difficult in complex discourse contexts, and that in these contexts children rely on well-rehearsed patterns of argument realization.

CUP at LINGUIST

This article appears in Applied Psycholinguistics Vol. 33, Issue 4, which you can read on Cambridge's site or on LINGUIST .



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