Encyclopedia of Language and Linguistics (2 Volume Set)


Kimberly L. Meinken (Editor)

Series: Languages and Linguistics
BISAC: LAN009000

This book discusses current research in the field of language and linguistics. Topics presented include syntax of dislocation, extraposition and parenthesis; learner perception and strategies for pragmatic acquisition; the need for explicit inferential methods in linguistics; language processing in biomodal bilinguals; visual word access in monolinguals and bilinguals; reading impairment in childhood; children’s language and literacy; language development in special populations and the early communicative channel in childhood. (Imprint: Nova)

Table of Contents

Table of Contents


As the Call, so the Echo: Proverbs as Cues to Cultural Knowledge and Language Change;pp. 1-35
(Kristyl Kepley, Florida Atlantic University Department of Languages Linguistics and Comparative Literature Boca Raton, FL, USA)

An Investigation into the Syntax of Dislocation, Extraposition and Parenthesis;pp. 37-98
(Mark de Vries, Univ. of Groningen, The Netherlands)

Learner Perception and Strategies for Pragmatic Acquisition: A Glimpse into the Future of Online Self-Access Materials;pp. 99-134
(Julie Sykes and Andrew D. Cohen, Univ. of New Mexico, Albuquerque, USA and others)

“Best Success through Language Loss?” An Incipent Austrian Sociolinguistic Study on Open Questions in Education and Migration Research;pp. 135-157
(Katharina Brizic, Austrian Academy of Sciences, Vienna, Austria and others)

A Contribution to the Study of Russian Euphemistic Youth Slang;pp. 159-174
(Brian Cooper, The Publishing Training Centre, UK)

What do we Learn on Language Acquisition from Williams Syndrome?;pp. 175-190
(Agnes Lacroix, Centre de Recherches sur la Congnition et l’Apprentissag, Vesna Stojanovik, School of Psychology and Clinical Language Sciences, and Agnes Lukacs, Budapest Univ. of Technology, Hungarian Academy of Sciences, Hungary)

The Need for Explicit Inferential Methods in Linguistics;pp. 191-206
(Kent Johnson, Univ. of California, Irvine, USA)

“Doing” Disciplinary Power: Manager-Subordinate Interaction in a Staff Meeting;pp. 207-224
(Jonathon Clifton, Univ. of Antwerp, Belgium)

Simulation Tasks: Can EFL Learners Interact as Effectively with Each Other as They can with Native Speakers?;pp. 225-243
(Yasuo Nakatani, Tokyo Univ. of Science, Japan)

The Effect of Text Difficulty of Reading Comprehension Tests on Cognitive and Metacognitive Strategy Use;pp. 245-263
(Mohammed Hossein Keshavarz, Hassan Rouhi, Teacher Training Univ.Tehran, Iran and others)

Cultural and Linguistic Influence on Developmental Neural Basis of Theory of Mind and Self-Construal: Whorfian Hypothesis Revisited;pp. 265-297
(Chiyoko Kobayashi Frank, Fielding Graduate University, Santa Barbara, CA. USA)

Language Processing in Bimodal Bilinguals;pp. 299-328
(Anthony Shook and Viorica Marian, Northwestern University, Chicago, Illinois, USA)

Psycholinguistic Abilities and Phonological Working Memory in Bilingual Children with Specific Language Impairment: A Cross-Cultural Study;pp. 329-344
(Dolors Girbau, University Jaume I, Castelló, Spain)

Psycholinguistic Challenges in Processing the Arabic Language;pp. 345-366
(Raphiq Ibrahim, Learning Disabilities Department, University of Haifa,Israel)

Neurocognitive Aspects of Processing Arabic and Hebrew;pp. 367-386
(Raphiq Ibrahim, Learning Disabilities Department, University of Haifa,Israel)

Visual Word Access in Monolinguals and Bilinguals in English and Spanish;pp. 387-409
(John Evar Strid, James R. Booth, Northeastern Illinois University, Chicago, Illinois USA)

Volume 2

Vowels in Semitic Alphabet Languages
(Raphiq Ibrahim, Learning Disabilities Department, University of Haifa, Haifa, Israel)pp.411-430

Methodological Issues in Research on Bilingualism and Mutilingualism
(Lilian Cristine Scherer, Rochele Paz Fonseca, Ana Inés Ansaldo, Universidade de Santa Cruz do Sul (UNISC), Brazil, and others)pp.431-444

Bilingualism and Hispanic American Intelligence Test Scores
(Philip G. Gasquoine, Aracely Cavazos, Juan Cantu, and Amy L. Weimer University of Texas – Pan American)pp.445-464

Language Development through a Bilingual Lens;pp.465-478
(Eswen Fava and Rachel Hull, Department of Psychology, Texas A&M University College Station, TX)

Improving Reading Skills for ESL Learners Using SoundSpel
(Michael D. Young, Michelle L. Wilson, and Alice F. Healy, University of Colorado)pp.479-492

A Novel Transliteration Approach in an English-Arabic Cross Language Information Retrieval System
(Ghita Amor-Tijani and Abdelghani Bellaachia, Department of Computer Science, The George Washington University, Washington DC)pp.493-506

Methods for Cross-Language Information Retrieval
(Kazuaki Kishida, School of Library Information Science, Keio University, Japan) pp.507-550

Language and Thought: Linguistic Influence on Developmental Neural Basis of ‘Theory of Mind’
(Chiyoko Kobayashi, Dep. of Psychology, Cornell Univ.)pp.551-578

Is a Story the Same as the Sum of its Parts? The Deferential Effects of Context and Isolated Word Training on Reading Fluency
(Sandra Lyn Martin-Chang, Concordia Univ.)pp.579-600

Children’s Language and Literacy Learning During a Science Concept Inquiry
(Ni Chang, Indiana University South Bend, USA) pp.601-660

Reading Impairment in Childhood: Overview of the Electrophysiological Correlates of Developmental Dyslexia
(Barbara Penolazzi, Chiara Spironelli, Dep. of Gneral Psychology, Univ. of Padova, and Alessandro Angrilli, CNR Inst. of Neuroscience, Padova, Italy) pp.661-692

Interaction Between Flexible Cognition and Language Comprehension in Children With and Without Language Impairment
(Klara Marton, Brooklyn College, City Uviv. of New York and Barczi Gustav Faculty of Special Education, Eotvos Lorand Univ., Budapest)pp.693-718

Ready for Tomorrow’s International World: Content and Language Integrated Learning (CLIL) Providing Children with Good First and Foreign Language Skills
(Tuula Merisuo-Storm, Dep. of Teacher Education, Univ. of Turku)pp.719-736

Language Development in Special Populations: The Case of Selective Mutism
(Matilda E. Nowakowski, Louis A Schmidt, Dep. of Psychology, Neuroscience and Behaviour, McMaster Univ., Charles E. Cunninham, Dep. of Psychiatry and Behavioral Neurosciences, McMaster Univ, and Angela E. McHolm, Dep. of Psychology, Univ. of Guelph) pp.737-752

Early Communicative Channel in Childhood: Development and Impairment
(Gianluca Esposito and Paola Venuti, Dep. of Cognitive Science, Univ. of Trento, Italy)pp.753-768

Does Language Experience Influence the Aquisition of Lexicon? Insights from the Intellectual Disability Field
(Bruno Facon, Univ. Lille Nord de France and Therese Bollengier, Service de Psychologie, Circonscription Education Nationale de Roubaix, France)pp.769-788

Late Talkers: Children with Developmental Dysphasia (Longitudinal Follow-up)
(Olga Dlouha, Phoniatric Dep., First Faculty of Medicine and General Teaching Hosp., Charles Univ., Prague)pp.789-812

Early Middle Ear Effusion and Central Auditory Processing at Age Seven
(Dale L. Johnson, Univ. of Houston, Constance D. Baldwin, Univ. of Rochester School of Medicine and Dentistry, and David P. McCormick, Univ. Of Texas Medical Branch, Galveston)pp.813-822

Multilingual Specific Language Impairment (SLI): Future Directions for Resear
(Tanja Rinker and Steffi Sachse, Transfercenter for Neuroscience and Learning (ZLN), Ulm, Germany)pp.823-828

Longitudinal Study Between the Apparent Pain Insensibility and the Non-verbal Communication and Symbolisation Disorders in Autism
(Guillaume Bronsard, Maison Dep. de l’adolescent, Olivier Bonnot, Hopital Pitie-Salpetriere, Genevieve Haag and Sylvie Tordjman, Hopital de Rennes, France)pp.829-836

Index pp.837-855

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