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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: Researching complex dynamic systems: ‘Retrodictive qualitative modelling’ in the language classroom
Author: Zoltán Dörnyei
Institution: University of Nottingham
Linguistic Field: Applied Linguistics; Language Acquisition
Abstract: While approaching second language acquisition from a complex dynamic systems perspective makes a lot of intuitive sense, it is difficult for a number of reasons to operationalise such a dynamic approach in research terms. For example, the most common research paradigms in the social sciences tend to examine variables in relative isolation rather than as part of a system or network, and most established quantitative data analytical procedures (e.g. correlation analysis or structural equation modelling) are based on linear rather than nonlinear relationships. In this paper I will first summarise some of the main challenges of dynamic systems research in general and then present a concrete research template that can be applied to investigate instructed second language acquisition. This approach involves a special type of qualitative system modelling – ‘retrodictive qualitative modelling’ – that reverses the usual research direction by starting at the end – the system outcomes – and then tracing back to see why certain components of the system ended up with one outcome option and not another. By way of illustration I will provide examples from two classroom-oriented research projects in which the language classroom was taken to be the dynamic system, and the system outcome options were the various learner prototypes (e.g. motivated, laid back, passive) observed in the classroom.

CUP at LINGUIST

This article appears in Language Teaching Vol. 47, Issue 1, which you can read on Cambridge's site or on LINGUIST .



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