Encyclopedia of Linguistics (7 Volume Set)


Marilynn Shari Firmin (Editor)

Series: Languages and Linguistics
BISAC: LAN009000

This 7 volume encyclopedia set presents important research on linguistics. Some of the topics discussed herein include speech and language disorders, language development, American Sign Language, voice therapy, and aphasia.

Table of Contents

Table of Contents

Preface </p></i></p></i>Volume 1 </p></i></p></i>Chapter 1. Language Assessment of Action/Verb Processing in Patients with Parkinson’s Disease: A Critical Analysis through the Multilevel Model </p></i>(Maria Teresa Carthery-Goulart, Henrique Salmazo da Silva, Juliana Bruno Machado, Roberta Roque Baradel and Maria Alice de Mattos Pimenta Parente, Professor at the Federal University of ABC, Brazil, and others) </p></i></p></i>Chapter 2. Prevalence of Speech and Language Disorders: Identify and Outcome at the Learning Disabilities </p></i>(Montfragüe García-Mateos, Ph.D., Luz María Fernández Mateos, Ph.D., and Javier De Santiago Herrero, Ph.D., Professor at the Pontifical University of Salamanca, Spain, and others) </p></i></p></i>Chapter 3. Language Development as a Marker of Normal Brain Development </p></i>(Robert Perna, Ph.D., Ashlee R. Loughan, Ph.D., Stephanie Northington, Ph.D., and Hana Perkey, TIRR Memorial Herman, Houston, TX, US, and others) </p></i></p></i>Chapter 4. Atypical Language Development and Psychopathological Risk: A Typical Neuropsychiatric Problem? </p></i>(Matteo Alessio Chiappedi, Michela Tantardini, Giulia Burrone and Ilaria Maria Carlotta Baschenis, Child Neuropsychiatry Unit, National Neurological Institute C. Mondino, Pavia, Italy) </p></i></p></i>Chapter 5. Intercultural Nonverbal Communication Competence: Meeting Body Language Challenges in Facilitating and Working with Students from Culturally Diverse Backgrounds in the Australian Higher Education Context </p></i>(Ping Yang, University of Western Sydney, Australia) </p></i></p></i>Chapter 6. Phone Duration Modeling of the Serbian Language: Comparative Evaluation of Different Models </p></i>(Sandra Sovilj-Nikić and Ivan Sovilj-Nikić, Faculty of Technical Sciences, University of Novi Sad, Novi Sad, Serbia) </p></i></p></i>Chapter 7. Inferential Comprehension in a Dialogic Reading Task: Comparing 5-year-old Children with Specific Language Impairment to Typically Developing Peers </p></i>(Filiatrault-Veilleux Paméla, Tarte Geneviève and Desmarais Chantal, Département de Réadaptation, Centre Interdisciplinaire de Recherche en Réadaptation et en Intégration Sociale, Faculté de Médecine, Université Laval, Québec, Canada) </p></i></p></i>Chapter 8. Virtual Avatar Signing in Real Time as Classroom Support for Deaf Students </p></i>(Lucia Vera, Inmaculada Coma, Julio Campos, Bibiana Martínez and Marcos Fernández, Institute of Robotics (IRTIC), University of Valencia, Valencia, Spain) </p></i></p></i>Chapter 9. Perceived Communication Ability of Open Question Interview in Individuals with Traumatic Brain Injury (TBI): Using La Trobe Communication Questionnaire </p></i>(Keiko Matsuoka, Izumi Kotani and Michihiko Yamasato, Kamata Terakoya, Tokyo, Japan, and others) </p></i></p></i>Chapter 10. Analysis of Nonverbal Behavior in Affective Disorders in Children and Adolescents with Type 1 Diabetes </p></i>(Oleg A. Gilburd, Jana V. Girsh and Nadezhda A. Donnikova, Surgut State University, Khanty-Ugra Medical, Institute, Department of Pediatrics, Surgut, Russia) </p></i></p></i>Chapter 11. Establishing Grammatical Cohesion in Kenyan Sign Language (KSL) Formal Discourse: The Case of a Sermon Delivered in KSL </p></i>(Jefwa G. Mweri, PhD, Department of Kiswahili (Senior Lecturer), Kenyan Sign Language Research Project, (Director’s Technical Assistant), Faculty of Arts University of Nairobi, Nairobi, Kenya) </p></i></p></i>Chapter 12. Method and Materials for a Computer-Based Test of Sign Language Ability: The American Sign Language Discrimination Test (ASL-DT) </p></i>(Joseph Bochner, Wayne Garrison, Kim Kurz, Jason Listman, Vincent Samar and Deirdre Schlehofer, National Technical Institute for the Deaf, Rochester Institute of Technology, NY, US) </p></i></p></i>Chapter 13. The Effects of Conversational Partner Familiarity in Deaf Signers </p></i>(Amanda C. Davis and Mary Lee A. Jensvold, PhD, Linfield College, McMinnville, OR, US, and others) </p></i></p></i>Chapter 14. Using Written English in the American Sign Language Classroom </p></i>(Jason Listman and Kalyna Sytch, National Technical Institute for the Deaf at Rochester Institute of Technology, NY, US) </p></i>Volume 2 </p></i></p></i>Chapter 15. Children as Little Linguists </p></i>(Hicham Khabbache, Ali Assad Watfa, Anna Siri and Nicola Luigi Bragazzi, Laboratoire Etudes théologiques, Sciences Cognitives et Sociales, Faculty of Literature and Humanistic Studies, Sais, Sidi Mohamed Ben Abdellah University, Fez, Morocco, and others) </p></i></p></i>Chapter 16. Verbal Grammar Correlation Index (VGCI) as a Tool of Comparative Linguistics </p></i>(Alexander Akulov, Independent scholar, Saint Petersburg, Russia) </p></i></p></i>Chapter 17. Academic Literacy Adaptation in the International Graduate Students’ Use of Lexical Bundles through Corpus Research </p></i>(Eunjeong Park, Ohio State University, Columbus, OH, US) </p></i></p></i>Chapter 18. Multisemiotic Analysis of Orthodox Patriarchs’ Photographs: Cross-Cultural (Indian and Russian) Differences in Interpretation of Interactive Meanings </p></i></p></i>Chapter 19. Multiple Types of “The Good” in Hryhorii Skovoroda’s Philosophical Discourse: Dobro vs Blaho </p></i>(Larysa M. Dovga, Cultural Studies Department, National University of “The Kyiv-Mohyla Academy”, Kyiv, Ukraine) </p></i></p></i>Chapter 20. Morphological versus Phonological Awareness in Czech Readers: A Case of Transparent Orthography </p></i>(Jiri Jost, Helena Havlisova, Ludmila Zemkova and Zuzana Bilkova, University of South Bohemia, Ceske Budejovice, Czech Republic) </p></i></p></i>Chapter 21. The Relationship between Vocabulary and Reading Development </p></i>(Irene Cadime, Research Centre on Child Studies, University of Minho, Braga, Portugal) </p></i></p></i>Chapter 22. Incidental Vocabulary Learning through Negotiation for Meaning in Synchronous Computer-Mediated Communication </p></i>(Sarah, H. J. Liu, Department of Applied English, Kainan University, Taoyuan, Taiwan) </p></i></p></i>Volume 3 </p></i></p></i>Chapter 23. Effectiveness of Voice Therapy in Vocal Fold Nodules </p></i>(Victor Valadez and Rosa Isela Magallanes, Instituto Nacional de Rehabilitación, Mexico City, Mexico) </p></i></p></i>Chapter 24. Speech and Language Pathology Interventions in Critical Care: A Retrospective View </p></i>(Kathleen V. Roeder, Department of Speech and Language Pathology, Beaumont Health System. Royal Oak, MI, US) </p></i></p></i>Chapter 25. Speech Sound Disorders Protocol Guide for Speech and Language Pathologists </p></i>(Marisa Lousada and Margarida Ramalho, School of Health Sciences (ESSUA), University of Aveiro, Aveiro and Center for Health Technology and Services Research (CINTESIS), Porto, Portugal, and others) </p></i></p></i>Chapter 26. A Play ToolKit Used in Early Language Intervention </p></i>(Kristine Rutkowski, Department of Speech and Language Pathology, Beaumont Health System, Royal Oak, MI, US) </p></i></p></i>Chapter 27. The Impact of Protracted Phonological Disorders on Literacy Outcomes in Children: A Meta-analysis </p></i>(Glenda Kelly Mason and Barbara May Bernhardt, University of British Columbia, Vancouver, Canada) </p></i></p></i>Chapter 28. Clinical Outcomes in Medical Speech-Language Pathology </p></i>(Richard M. Merson, Ph.D., and Michael I. Rolnick, Ph.D., Department of Speech and Language Pathology, Beaumont Health System, Royal Oak, MI, US) </p></i></p></i>Chapter 29. Velopharyngeal Function and Speech: Analysis of Surgical Outcome in Young Adults with Repaired Cleft Palate and Residual Velopharyngeal Insufficiency </p></i>(Mirta Palomares, Drina Alvarez, Carlos Giugliano and Carolina Villena, Fundacion Dr. Alfredo Gantz, Santiago, Chile) </p></i></p></i>Chapter 30. Strategies for Treating Phonologic Disorder in Children with Cleft Palate </p></i>(Maria C. Pamplona and Santiago Morales, Hospital Gea González, Mexico City, Mexico, and others) </p></i></p></i>Chapter 31. Phonetic and Phonological Difficulties Associated with Expressive Language Impairment in Young Children: A Review of the Literature </p></i>(Dilara Deniz Can, PhD, and Eileen Brudish, University of Washington, Seattle, WA, US, and others) </p></i></p></i>Chapter 32. Coarticulation </p></i>(Veno Volenec, Faculty of Humanities and Social Sciences, University of Zagreb, Croatia) </p></i></p></i>Chapter 33. Speech Intervention for Correcting Compensatory Articulation in Children with Cleft Palate </p></i>(Pablo Antonio Ysunza, Ian Jackson Craniofacial and Cleft Palate Clinic-Neuroscience Program, Beaumont Health, Professor of Physical Medicine and Rehabilitation, Oakland, CA, US, and others) </p></i></p></i>Volume 4 </p></i></p></i>Chapter 34. A Review of Major Strands in Discourse Analysis in Language Teaching </p></i>(Dogan Yuksel and Banu Inan, Kocaeli University, Faculty of Education, ELT Department, Turkey) </p></i></p></i>Chapter 35. Issues about Conducting Discourse Analysis Research </p></i>(Dogan Yuksel and İhsan Unaldi, Kocaeli University, Faculty of Education, ELT Department, Turkey, and others) </p></i></p></i>Chapter 36. Corpus Linguistics and Discourse Studies </p></i>(Ihsan Unaldi, University of Gaziantep, Faculty of Education, ELT Department, Turkey) </p></i></p></i>Chapter 37. Action Research: The Effects of Teacher Oral Discourse on EFL Writing </p></i>(Wayne Trotman, School of Foreign Languages, Katip Çelebi University, Izmir, Turkey) </p></i></p></i>Chapter 38. Discourse of Readers’ Blogs in College-Level ESL Classrooms </p></i>(Justin E. Jernigan and Yingliang Liu, Georgia Gwinnett College, Georgia, US, and others) </p></i></p></i>Chapter 39. A Discourse Analysis on the Mitigation Language Used in the Supervision of Colleagues </p></i>(İrfan Kuran, Kocaeli University, Faculty of Education, ELT Department, Turkey) </p></i></p></i>Chapter 40. A Comparison of the Corrective Feedback Patterns of Native and Non-Native Speaking Teachers of English: Turkish and American ELT Settings </p></i>(Banu İnan, Kocaeli University, Faculty of Education, ELT Department, Turkey) </p></i></p></i>Chapter 41. Uptake and Audio Recordings: Exploring Learners’ Responses to Corrective Feedback </p></i>(Megan Calvert, Kocaeli University, Faculty of Education, ELT Department, Turkey) </p></i></p></i>Chapter 42. Writing and Revision with Coded and Uncoded Feedback </p></i>(Patricia Tehan, Kocaeli University, Faculty of Education, ELT Department, Turkey) </p></i></p></i>Chapter 43. Living in a Multilingual World: Latest Trends in Language Learning via a Wide Array of Educational Technology Tools </p></i>(Ana Niño, University of Manchester, Manchester, UK) </p></i></p></i>Chapter 44. Peer-to-peer Foreign Language E-learning Stimulated by Gamification and Virality </p></i>(Ilya V. Osipov, Alex A. Volinsky and Anna Y. Prasikova, 1i2i study, Inc., San Francisco, CA, US, and others) </p></i></p></i>Chapter 45. Secondary EFL Learners’ Extracurricular L2 Contact and their Self-Beliefs Concerning Oral Narrative Competencies: Analyzing Relations among Constructs – Clarifying the Role of Language Proficiency and Gender </p></i>(Günter Faber, Institute of Educational Psychology, Leibniz University, Hannover, Germany) </p></i></p></i>Chapter 46. A Learner’s Foreign Language Self-Concept and Anxiety about Speaking the Language </p></i>(Reiko Yoshida, University of South Australia, Adelaide, Australia) </p></i></p></i>Chapter 47. Do ‘Resourceful’ Methodologies Really Work in ‘Under-Resourced’ Contexts? </p></i>(Eric Enongene Ekembe, Higher Teacher Training College (ENS) Yaounde, Cameroon) </p></i></p></i>Chapter 48. ‘From Michelangelo to Picasso’: Implementing the CLIL Approach in a Foreign Language Project </p></i>(Evangelia Anagnostou, Eleni Griva and Kostas Kasvikis, University of Western Macedonia, Greece) </p></i></p></i>Chapter 49. New Developments in Lexical Inferencing and Incidental Vocabulary Acquisition in Foreign Language Learning </p></i>(Feifei Han, E-Learning, the University of Sydney) </p></i></p></i>Chapter 50. New Literacies: Current Perspectives on Teaching English as a Foreign Language </p></i>(Andréa Machado de Almeida Mattos, Federal University of Minas Gerais, Belo Horizonte, MG, Brazil) </p></i></p></i>Volume 5 </p></i></p></i>Chapter 51. Neuroimaging and Aphasiology in the XXI Century: EEG and MEG Studies on Language Processing in Aphasia since the Year 2000 </p></i>(Marie Pourquié and Phaedra Royle, Basque Center on Cognition, Brain and Language, Université de Montréal, École d’Orthophonie et d’Audiologie, Centre for Research on Brain, Language and Music) </p></i></p></i>Chapter 52. Language Processing in Children with Specific Language Impairment: A Review of Event-Related Potential Studies </p></i>(Phaedra Royle and Emilie Courteau, School of Speech Language Pathology and Audiology, University of Montreal, Centre for Research on Brain, Language and Music, Montreal, CA) </p></i></p></i>Chapter 53. Analyzing Language Use of Learners with Learning Difficulties and Disabilities with Regard to Challenging Behavior </p></i>(Larry L. Lee, Behavioral Assessment and Intervention Team, Derwen College, Oswestry, UK) </p></i></p></i>Chapter 54. Inspection Time for Verbal Stimuli: Letter Detection, Identification and Discrimination Speed </p></i>(Tabitha W. Payne and Gaither Smith, Kenyon College, Gambier, OH, US) </p></i></p></i>Chapter 55. Visual Recognition of Chinese Compound Words is a Serial Process </p></i>(John Xuexin Zhang, Department of Psychology, Fudan University, Shanghai, China) </p></i></p></i>Chapter 56. Learner and Teacher Characteristics </p></i>(Firdevs Karahan, Sakarya University, Faculty of Education, Department of Foreign Languages Teaching, English Language Teaching Program, Turkey) </p></i></p></i>Chapter 57. Lesson Planning in Language Teaching </p></i>(Banu Inan Karagul, Kocaeli University, Faculty of Education, English Language Teaching Department, Turkey) </p></i></p></i>Chapter 58. Microteaching in ELT </p></i>(Dogan Yuksel, Kocaeli University, Faculty of Education, English Language Teaching Department, Turkey) </p></i></p></i>Chapter 59. Teaching Speaking in EFL Classes </p></i>(Çağlayan Erdönmez, Kocaeli University School of Foreign Languages, Turkey) </p></i></p></i>Chapter 60. Teaching Listening </p></i>(Aylin Köyalan, İzmir University, Faculty of Arts and Sciences, English, Language Teaching Department, Izmir, Turkey) </p></i></p></i>Chapter 61. Intelligibility in Pronunciation Teaching: A Study of Accented Speech of Turkish Speakers of English </p></i>(İrfan Kuran, Kocaeli University, Faculty of Education, ELT Department, Izmit/Kocaeli, Turkey) </p></i></p></i>Chapter 62. Vocabulary Instruction in EFL Classes </p></i>(Ihsan Unaldi, Gaziantep University, Faculty of Education, English Language Teaching Department, Gaziantep, Turkey) </p></i></p></i>Chapter 63. Teaching Writing </p></i>(Tülin Yıldırım, English Language Instructor, Kocaeli University, School of Foreign Languages, Turkey) </p></i></p></i>Chapter 64. Teaching Reading in EFL Classes </p></i>(Mehmet Bardakçı and Kadriye Dilek Akpınar, Gaziantep University, Faculty of Education, English Language Teaching Department, Gaziantep, Turkey, and others) </p></i></p></i>Chapter 65. Teaching Grammar </p></i>(Banu Inan Karagul and Dogan Yuksel, Kocaeli University, Faculty of Education, English Language Teaching Department, Turkey) </p></i></p></i>Chapter 66. Integrated Skills in Language Teaching </p></i>(Andreea Nicolaescu, Kocaeli University, Faculty of Education, English Language Teaching Department, Turkey) </p></i></p></i>Chapter 67. Using Literature to Teach Language Skills </p></i>(Aşkın Haluk Yildirim, İzmir Katip Çelebi University, School of Foreign Languages </p></i></p></i>Chapter 68. Using Tasks in Language Teaching </p></i>(Gokce Bayraktar, Kocaeli University, Faculty of Education, English Language Teaching Department, Turkey) </p></i></p></i>Volume 6 </p></i></p></i>Chapter 69. Cognitive Linguistics in the Year 2010 </p></i>(Laura A. Janda, Universitetet i Tromsø, Tromsø , Norway) </p></i></p></i>Chapter 70. Conceptualization, Symbolization, And Grammar </p></i>(Ronald W. Langacker, University of California, San Diego, CA, US) </p></i></p></i>Chapter 71. Conceptual Combination: Models, Theories and Controversies </p></i>(Bing Ran and P. Robert Duimering, Pennsylvania State University at Harrisburg, Middletown, PA, US, and others) </p></i></p></i>Chapter 72. WATER Networks, the Chinese Radical, and Beyond </p></i>(Rong Chen, California State University, San Bernardino, CA, US, and others) </p></i></p></i>Chapter 73. Construal Operations of the English Progressive Construction </p></i>(Kim Ebensgaard Jensen, Institute of Culture and Global Studies, Aalborg University, Denmark) </p></i></p></i>Chapter 74. The Pronoun IT: A Study in Cognitive Grammar </p></i>(Zeki Hamawand, University of Kirkuk, Kirkuk, Iraq) </p></i></p></i>Chapter 75. Iconicity, Subjectification and Dominion in Portuguese Concessive Clauses: Conceptual Differences between Concessive Clauses Introduced by Apesar De and Embora </p></i>(Rainer Vesterinen, Stockholm University, Sweden) </p></i></p></i>Chapter 76. Seem: Evidential, Epistemic, or What Else? A Study in Cognitive Semantics </p></i>(Günther Lampert, Johannes Gutenberg-University Mainz (JGU), Germany) </p></i></p></i>Chapter 77. Manner of Motion: A Privileged Dimension of German Expressions </p></i>(Sabine De Knop and Françoise Gallez, Facultés Universitaires Saint-Louis, Brussels, Belgium) </p></i></p></i>Chapter 78. Metaphorical Motion in Linguistic Context: Processing in English and Spanish </p></i>(Jill Hohenstein, King’s College London, England, UK) </p></i></p></i>Chapter 79. Culture in Embodiment: Evidence from Conceptual Metaphors/Metonymies of Anger in Akan and English </p></i>(Gladys Nyarko Ansah, University of Ghana, Legon) </p></i></p></i>Chapter 80. Attentional Profiles of Parenthetical Constructions: Some Thoughts on a Cognitive-Semantic Analysis of Written Language </p></i>(Martina Lampert, Johannes Gutenberg-University Mainz (JGU), Germany) </p></i></p></i>Chapter 81. The Socially Embedded and Dynamically Embodied Nature of Metonymy’s Prototypicality </p></i>(Kent Hill, Seigakuin University, Japan) </p></i></p></i>Chapter 82. Perception of Emotional Interjections </p></i>(Åsa Abelin, University of Gothenburg, Sweden) </p></i></p></i>Chapter 83. Creative Cognition: A ‘Wave Method’ Analysis of Franz Kafka’s ‘Metamorphosis’ </p></i>(Matthias Krug, University Complutense of Madrid, Spain) </p></i></p></i>Chapter 84. Approximative Spaces and the Tolerance Threshold in Communication </p></i>(Barbara Lewandowska-Tomaszczyk, University of Lodz, Lodz, Poland) </p></i></p></i>Chapter 85. When My Eyes Are on You, Do You Touch My Eyes? A Reclassification of Metaphors Mapping from Physical Contact to Perception </p></i>(Karen Sullivan and Wenying Jiang, University of Queensland, Australia) </p></i></p></i>Volume 7 </p></i></p></i>Chapter 86. Models and Approaches for Characterizing Aphasia: Psychological and Epistemological Perspectives </p></i>(Nora Silvana Vigliecca, Consejo Nacional de Investigaciones Científicas y Técnicas de la Argentina (CONICET), Instituto de Humanidades (IDH). Universidad Nacional de Córdoba, y Servicio de Neurocirugía del Hospital Córdoba) </p></i></p></i>Chapter 87. Acquired Childhood Aphasia: A Mostly Unknown Phenomenon </p></i>(Melanie Kubandt, University of Osnabrueck, Department of Education, Section Early Childhood Education, Osnabrueck, Germany) </p></i></p></i>Chapter 88. Aphasia in Children and its Impact on Quality of Life </p></i>(Michitaka Funayama, MD, and Asuka Nakajima, Department of Neuropsychiatry, Ashikaga Red Cross Hospital, Ashikaga, Japan, and others) </p></i></p></i>Chapter 89. Subcortical Aphasia: Still an Enigma </p></i>(Lucia Iracema Zanotto de Mendonça, MD, PhD, Neurology Division of São Paulo University School of Medicine and São Paulo Catholic University, São Paulo, Brasil) </p></i></p></i>Chapter 90. Aphasia Management Practice: Care and Support– a mutual concern and a shared responsibility </p></i>(Maria Nyström, Borås University, School of Health Sciences, Borås, Sweden) </p></i></p></i>Chapter 91. Aphasia: Pharmacological and Non Pharmcological Management </p></i>(Muhammad Rizwan Sardar, Muhammad Maaz Iqbal and Wajeeha Saeed, Lankenau Medical Center, Main Line Heart Center, Wynnewood, PA, US, and others) </p></i></p></i>Chapter 92. Intensive Treatment, Pharmacotherapy, Transcranial Magnetic/Electric Stimulation as Potential Adjuvant Treatment for Aphasia </p></i>(Beatrice Leemann and Marina Laganaro, University Hospital of Geneva, Geneva, Switzerland, and others) </p></i></p></i>Chapter 93. Diagnosis and Management of Language Impairment in Acute Stroke </p></i>(Constance Flamand-Roze, Heather Flowers, Emmanuel Roze and Christian Denier, Department of Neurology, Centre Hospitalo-Universitaire de Bicêtre, Assistance Publique – Hôpitaux de Paris, Le Kremlin Bicêtre, France, and others) </p></i></p></i>Chapter 94. A New Classification of Aphasias </p></i>(Alfredo Ardila, Department of Communication Sciences and Disorders, Florida International University, Miami, FL, US) </p></i></p></i>Index</p></b></i>

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