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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: Measuring metasyntactic ability among heritage language children
Author: Daphnée Simard
Institution: Université du Québec à Montréal
Author: Veronique Fortier
Institution: Université du Québec à Montréal
Author: Denis Foucambert
Email: click here to access email
Institution: Université du Québec à Montréal
Linguistic Field: Language Acquisition
Abstract: (MSA) refers to the conscious reflection about syntactic aspects of language and the deliberate control of these aspects (Gombert, 1992). It appears from previous studies that heritage-language learners tend to demonstrate lower MSA than their monolingual counterparts (Lesaux & Siegel, 2003). In the present study, we verified whether the same results would be obtained among Portuguese heritage children living in a French-speaking environment when their MSA is measured using two different tasks. The participants were 22 Portuguese heritage children and 22 French monolingual elementary school children (mean age = 10.9 years). Five measurement instruments were used: a reading comprehension task; a language proficiency task; two metasyntactic tasks: a replication task in which the children had to identify and reproduce an error, and a repetition task, in which they had to repeat sentences containing syntactic errors; and a sociodemographic questionnaire. The results showed that when reading comprehension and language proficiency were controlled for, no effect of language background could be observed. However, reading comprehension and language proficiency differently influenced performances on MSA tasks.

CUP at LINGUIST

This article appears in Bilingualism: Language and Cognition Vol. 16, Issue 1, which you can read on Cambridge's site or on LINGUIST .



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