Language English Spanish 2 Undetermined 2. Displaying Editions 1 - 10 out of First Prev 1 2 3 Next Last. Contemporary linguistics : an introduction by William O'Grady. Print book. Martin's, Macmillan Learning. Contemporary linguistics : an introduction by Francis Katamba;. Students who are taking the course as preparation for graduate work will generally be motivated and interested in more theoreti- cal aspects of linguistics. Students whose focus of study is not linguistics may not come to the course with the same degree of motivation and interest.
It is then up to the instructor to use the text to help convey that linguistics is both relevant and fascinating. Graduate students with some undergraduate prepara- tion in linguistics should be able to handle a quicker pace and more challeng- ing material than undergraduates with no prior preparation.
Does it satisfy a general education requirement? Is it a requirement for stu- dents in other disciplines, such as education, English, TESOL, foreign lan- guages, anthropology, or communication? The selection of chapters to be covered in the course will depend crucially on these factors. If the majority of students in the class are not graduate students in linguistics, we recommend covering at least some portions of Chapters 1—6 and a selection of some but not all of the remaining chapters.
The chapters selected should reflect the needs and interests of the students. These suggestions are merely a starting point for planning the selection of chapters and topics to be covered in the class.
What is the age range and level of maturity among the students? Are they full-time or part-time students? Is the class ethnically, culturally, and linguistically diverse or relatively homogeneous? Mature students are often meticulous about completing readings and doing assignments, but those who are part-time students with full-time jobs as well as family responsibilities have less time to devote to the course than do full-time students without these constraints on their time.
We recommend that instructors collect information from students in the first class session about their academic background, their reasons for taking the course, their first and other languages, and so on.
If a large proportion of the students are nonnative English speakers, especially newly arrived international students, readings should if possible be assigned more frequently and in small- er amounts rather than in large chunks assigned over longer periods of time.
Linguistic diversity within a class can be a wonderful asset for the instructor and can indicate to all students even on the first day of class how relevant a course in linguistics is. Throughout the course, when examples from particular languages occur in the text, it is helpful to call on native speakers of those lan- guages to produce the examples. Once institutional and departmental factors and student needs are taken into account, most instructors will choose to spend more time on areas of special interest to them.
This is as it should be! Preparing the Syllabus In addition to basic information about the course and the instructor, a syllabus typically contains objectives, requirements and means of assessment, and a timetable.
We include here examples of each of these. Objectives Following is a sample list of objectives that could be included in a syllabus. Some objectives are quite general and could apply to almost any course using Contem- porary Linguistics. Others are more specifically tailored to particular chapters in the book; for these, chapter numbers appear in parentheses. Instructors will need to decide which objectives are suitable for their students and teaching situation. Class size will have a bearing on how frequently written work is collected for a grade.
Obviously, if an instructor is solely responsible for grading the work of one hundred students, there will not be as much time for grading numerous homework prob- lems every week as with a class of twenty. However, Contemporary Linguistics offers an extensive selection of problems at the end of each chapter, as well as in the Study Guide and on the Web site, so that instructors can assign more or fewer problems depending on their needs and the needs of their students.
Sample Timetables The four sample timetables included here illustrate some possible ways of select- ing and ordering chapters. We have not included specific reading and homework assignments since these are so dependent on the particular teaching situation. We also indicate the time span for the course, both the number of weeks and the number of contact hours per week. In addition, we suggest some fairly conventional means of evaluation; more adventurous instructors may con- ceive more innovative ways of measuring and assessing student progress.
Planning student participation as a regular part of each class serves a number of pedagogical purposes. First, student participa- tion breaks up long stretches of teacher-fronted lecture, which is especially important in classes that last longer than 50 minutes. Second, material is made more relevant to students when they are actively involved. Third, the instructor can pitch his or her teaching at the right level for students by responding to questions and problems as they arise.
Class size will affect the kind of participation that the instructor can exploit. Student participation is possible even in a large class, but it pre- sents more challenges and requires some creativity in structuring the lesson and making use of group work. There is a section on the Web site devoted to dialectal variation in transcription bedfordstmartins.
More Filters. Designed for those beginning to study linguistics, this is a lively introduction to two key aspects of the structure of language: syntax the structure of sentences and morphology the structure of … Expand.
The Acquisition of Language: Evidence in Syntax. This paper aims to discuss the two main approaches to language acquisition and present the main ideas behind the nativist and the usage-based account.
The concomitant argument between the two sides … Expand. View 1 excerpt, cites background. Narrative Representation Theory has emerged as a linguistics-based framework to account for the formation of macrosuperstructure in natural human languages. Previous studies on a wide range of … Expand.
Written entirely in Spanish, this is the ideal introduction to Spanish linguistics for students. We're sorry! We don't recognize your login or password. Please try again. If you continue to have problems, try retrieving your login name password or contacting Customer Technical Support. The account you used to log in on the previous website does not contain IRC access.
If you have a separate IRC account, please log in using that login name and password. Download PDF. Author s. Adaptation of: Contemporary linguistics analysis.
Includes bibliographical references and indexes. OGrady Overall, a horrible choice for an intro course. Chapter One is decent. It gives a general overview of the field of Linguistics, and what I can expect in my studies.
0コメント