CÍMLAP
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TABLE OF CONTENTS, FOREWORD |
Table of contents
Foreword
1. The First Step: Introducing Language and Linguistics Borbála Richter (KJUC)
1.1. Language and its features
1.1.1. Arbitrariness
1.1.2. Infinite combinations
1.1.2.1. Constituency and recursiveness
1.1.3. Born to speak
1.2. Linguistics describes, it does not prescribe
1.3. The scientific method
1.4. Questions which linguists pose
1.5. Taking the next step
Suggested Reading
2. Sounds Good: Phonetics & Phonology Pál Szemere (KJUC)
2.1. Sounds and letters
2.2. Sounds and phonemes
2.3. Feel your voice
2.4. R's are us
2.5. Front and back vowels
2.6. Are you stressed?
2.7. Intonation
2.8. Summary
Points to Ponder
Suggested Reading
3. Words = word + s: Morphology Pál Szemere (KJUC)
3.1. Morphemes
3.1.1. Irregular forms
3.1.2. Free and bound morphemes
3.1.3. Morphological coincidences
3.2. Lexemes
3.2.1. Stress as noun marker
3.2.2. The origin of words
3.3. Word classes
3.3.1. Open and closed classes
3.4. Word-formation
3.4.1. Compounding and other ways of word formation
3.4.2. Derivation vs. inflection
3.5. Language types
3.6. Summary
Points to Ponder
Suggested Reading
4. Up the Linguistic Pyramid: Syntax Judit Górász (KJUC)
4.1. What is syntax?
4.1.1. Introduction
4.1.2. Syntactic components
4.2. Generative grammar
4.2.1. Universal grammar
4.2.2. Competence
4.2.3. Related sentences
4.3. Words in syntax
4.3.1. About words..
4.3.2. Categories of words
4.3.3. Subcategories
4.4. From words to phrases
4.4.1. An example
4.4.2. Testing our phrase
4.4.3. Phrase structure
4.4.4. A phrase in another phrase
4.4.5. On verb phrases
4.5. From phrases to clauses
4.5.1. Functional clause constituents
4.5.2. Phrases in clauses
4.6. From clauses to sentences
4.6.1. Coordination
4.6.2. Subordination
4.6.3. Finite and non-finite clauses
4.6.4. Finally.
Points to Ponder
Suggested Reading
5. Words, Meanings, and Their Relationships: Lexical Semantics Péter A. Lázár (ELTE)
5.1. Linguistics - Semantics - Lexical semantics
5.2. Grammars and dictionaries: mental vs. written
5.3. Description vs. prescription
5.4. What a word is: type vs. token, word form vs. lexeme
5.5. What is (not) a word
5.6. Lexical units larger than words: multi-word lexemes
5.7. Meaning and arbitrariness
5.8. Some sense relations
5.8.1. Entailment
5.8.2. Synonymy
5.8.3. Two types of opposites: antonyms and complementaries
5.9. Homonymy vs. polysemy
5.10. Meanings revisited
Points to Ponder
Suggested Reading
6. What Did You Mean by What You Said? Pragmatics Andrea Kenesei (PE)
6.1. What's pragmatics for?
6.2. Register - different language choice in different situations
6.3. Interpretation - Is this what you mean? Do you know what I mean?
6.4. Pragmatic principles: Cooperation makes communication
6.5. Describing facts vs. changing the state of affairs
6.5.1. Speech acts: Minimal units of communication
6.5.2. Direct and indirect speech acts
6.5.3. More on indirect communication
6.6. Cross-cultural pragmatics - Do we understand each other?
6.7. Summary
Points to Ponder
Suggested Reading
7. The Way from Tunge to Language: Language Change and Language History Judit Górász (KJUC)
7.1. Living languages change constantly
7.1.1. Levels of change
7.1.2. Evidence for change
7.2. Dialects and related languages
7.2.1. Dialects
7.2.2. Language families
7.2.3. Regular differences
7.3. Language contact
7.3.1. Similarities between languages
7.3.2. Bilingualism
7.3.3. Lexical borrowing
7.3.4. Structural borrowing
7.3.5. Convergence
7.3.6. The sources of historical linguistics
7.4. Approaches to language change
7.4.1. The Neogrammarian approach
7.4.2. The Structuralist approach
7.4.3. The Generative approach
7.5. A glance at the history of English
7.5.1. English arrives in Britain
7.5.2. Old English
7.5.2.1. The structure of Old English
7.5.2.2. Old English in contact situations
7.5.3. Middle English
7.5.3.1. Historical background
7.5.3.2. Vocabulary
7.5.3.3. Structure
7.5.4. Modern English
7.5.4.1. The Great Vowel Shift
7.5.4.2. Other changes
Points to Ponder
Suggested Reading
8. Language IDs: Sociolinguistics Judit Szitó (KJUC)
8.1. Introduction
8.2. What is sociolinguistics?
8.3. Regional variation
8.3.1. 'Englishes' (+levels of analysis)
8.3.2. We all speak a dialect
8.3.3. Accent
8.3.4. Language or dialect?
8.4. Individual variation
8.5. Social variation
8.6. Following norms
8.6.1. Standard
8.6.2. Descriptive and prescriptive
8.7. Summary and study guide
Points to Ponder
Suggested Reading
9. Keywords in Context:Corpus Linguistics József Horváth (PTE)
9.1. Introduction
9.2. What is corpus linguistics?
9.2.1. The first S: Selecting
9.2.2. The second S: Structuring
9.2.3. The third S: Storing
9.2.4. The fourth S: Sorting
9.2.5. The fifth S: Scrutinizing
9.3. Summary
Points to Ponder
Suggested Reading
10. What Is in a Dictionary? Lexicography Péter A. Lázár (ELTE)
10.1. Taking a brief but close look
10.2. Reference, encyclopaedia, dictionary
10.3. Dictionary types
10.3.1. Age of users
10.3.2. Number of languages
10.3.3. How much they contain: size
10.3.4 What they contain: coverage
10.3.4.1. Coverage by subject
10.3.4.2. Coverage by type of language
10.3.4.3. Period of time featured
10.4. Translation dictionaries
10.4.1. Direction, user, function
10.5. Monolingual dictionaries
10.6. Means of access
10.7. What (not) to look for in a dictionary
10.8. The two dictionaries above can be characterised as follows
Points to Ponder
Suggested Reading
11. In and Out of Languages: Translation Borbála Richter (KJUC)
11.1. Kinds of translation - as observed by a linguist
11.2. Languages and Reality
11.2.1. What comes first? Language or reality?
11.2.1.1. The process of translation
11.3. Translated text = original text?
11.3.1. Equivalence at different levels
11.3.2. Approaching equivalence from a different angle
11.4. Theory and practice
Points to Ponder
Suggested Reading
12. Spoken and Written Worlds:Discourse Analysis and Text Linguistics Andrea Kenesei (PE)
12.1. Speaking and writing - similar or different?
12.1.1. Situation
12.2. Social relationships
12.3. Circumstances
12.4. Connections
12.5. Background knowledge
12.6. Understanding
12.6.1. What is communicated and how is it communicated?
12.7. Channels of communication - speaking and writing
12.7.1. The power of speech over writing
12.7.1.1. Conversation analysis
12.7.2. The power of writing over speech
12.7.3. Topic boundary in speech and writing
12.7.4. Utterances and sentences
12.8. Summary
Points to Ponder
Suggested Reading
13. Speak Your Mind: Psycholinguistics Judit Szitó (KJUC)
13.1. Introduction: What is psycholinguistics?
13.2. Some psycholinguistic aspects of knowing a language
13.2.1. Talking animals?
13.2.2. Innate or learned?
13.2.3. The nest in the brain
13.3. Language acquisition
13.3.1. Children without a language
13.3.2. An explanation
13.3.3. Acquiring language
13.4. Language production and language comprehension
13.4.1. Speech production
13.4.2. Speech comprehension
13.5. Summary
Points to Ponder
Suggested Reading
14. How Do We Learn Languages? Second Language Acquisition Zoltán Kiszely (KJUC)
14.1. Introduction
14.2. Some basic concepts
14.3. Characteristics of learner language
14.3.1. Error analysis
14.3.2. Developmental patterns
14.3.3. Variability in learner language
14.3.4. Pragmatic features
14.4. Possible explanations for the characteristics of learner language
14.4.1. Learner external factors
14.4.2. Learner internal factors
14.4.3. Language learner
14.5. Conclusion
Points to Ponder
Suggested Reading
15. How Do We Know What You Know? Foreign Language Proficiency, Teaching and Testing Zoltán Kiszely (KJUC)
15.1. Introduction
15.2. Historical overview: Concepts of language knowledge, language teaching and testing methods
15.2.1. The Grammar-Translation Method
15.2.2. The Direct Method
15.2.3. The Audiolingual Method
15.2.4. Communicative Language Teaching
15.3. Basic notions of language testing
15.3.1. Characteristics of good tests
15.3.2. Test types
15.3.3. Washback effect of tests
15.3.4. A standard model of developing a good test
15.4. Consolidation
Points to Ponder
Suggested Reading
16. Double Trouble? Bilingualism Borbála Richter (KJUC)
16.1. What about you?
16.2. Mother tongue plus one (or more)
16.2.1. The simplest case
16.2.2. The question of language rights
16.2.3. The question of labelling
16.2.4. The consequences of choice
16.3. The scholarly focus
16.3.1. Bilingualism within other fields
16.4. Misconceptions about bilingualism
16.4.1. Misconception 1. Code-switching
16.4.2. Misconception 2. Critical period and order of acquisition
16.4.3. Misconception 3. Cognitive disadvantage
16.4.4. Misconception 4. Natural acquisition needs no support
16.5. Summary
Points to Ponder
Suggested Reading
Further Steps
Afterword
Glossary and Index
Foreword
The idea for this book goes back about ten years, to my first impression of higher education in English in Hungary, when I felt that the discrepancy between the standards of the excellent textbooks available and the needs of the local target audience were subtly at odds. Both the academic English used and the assumptions about prior subject knowledge seemed to me conducive to dampening rather than stimulating the interest of a significant proportion of the readers. So when it became possible to apply for a grant to write a book for the new Bachelor of Arts programme in English, it occurred to me that here was the opportunity to fill the perceived gap with a genuinely introductory linguistics textbook written in accessible English, presuming no prior knowledge of linguistics and aimed at 'passing on the flame', the passionate interest in their area of expertise of the writers. It filled me with gratification to find that the consortium distributing the HEFOP grants and the colleagues I asked to collaborate agreed.
The authors of the various chapters all specialise in their field and teach their topic at institutions of higher education here in Hungary. They are therefore particularly suited to the task set them: to introduce their field in a way that makes it accessible to the readers, through the carefully calibrated use of English, while keeping to high academic standards in the content. Experienced lecturers using the book as a textbook will find many a point whence they can move on to deepen their students' understanding. Without limiting the way in which the book may be used, I would suggest it as 'pre-reading' to be set before the student goes to class, as extra reading about fields that may not form part of the curriculum, as a textbook providing the necessary minimum yet wide-ranging knowledge of the field of linguistics as a whole, and as supplementary reading in English for students of linguistics in Hungarian with a working knowledge of English.
As anyone who has ever written a textbook knows, the list of people who should be thanked is very extensive. I would, however, like to mention a few on that list. First of all, the authors, for contributing their knowledge and enthusiasm, and Marianne Nikolov, without whose expert participation I would not have dared to embark on the project. Secondly, Keith Hardwick and Károly Nagy, my infinitely patient and helpful partners in the actual realisation of the book. Thirdly, Béla Hollósy, whose constructive comments and encouraging words of praise gave me the much needed second wind to complete the project. Finally, thanks are due to the Consortium who awarded us the HEFOP grant; Csilla Sárdi of Kodolányi János University College who nudged me into submitting the application; and Éva Stephanides of the Dept of English at KJUC who did everything she could to help her members of staff involved in the project take part despite their already heavy workload, and last, but quite emphatically not least, all the family members of the participants, whose support and endurance were essential. To all the others who contributed in many ways, but whom I have not the space to mention, I trust that the book itself will serve as an expression of my gratitude.
Borbála Richter, editor