Movement In Language
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Movement in Language
This book is the most comprehensive, integrated explanatory account yet published of the properties of question formations and their variation across languages. It makes an important contribution to the current debate over whether syntax should be understood derivationally, arguing that the best model of language is one in which sentences are constructed in a series of operations that precede or follow each other in time. The central problem it addresses is the nature of the difference between (a) languages in which all wh-words move overtly to a clause-initial position (exemplified by Bulgarian); (b) languages in which one wh-phrase moves per clause but all others remain in situ (exemplified by English); and (c) languages in which there is no overt movement at all (exemplified by Japanese). Professor Richards focuses on the nature of syntactic movement in order to see what this reveals about the syntactic derivation. He considers the nature of interactions between movement operations and investigates the behaviour of multiple overt wh-movement, scrambling, cliticization, and object shift. His general conclusions about the relationship between movement and multiple specifiers follow straightforwardly from basic principles of Shortest Move and Shortest Attract. He develops a PF-imposed well-formedness condition on movement chains (essentially, a requirement that a single member of the chain be unambiguously identified as the copy to be pronounced), which allows for the development of theories of anti-agreement, the that-trace effect, and the conditions on participial agreement in Romance, among other phenomena. He defends the claim that well-formed dependencies can improve the status of ill-formed dependencies created later in the derivation, illustrating the explanatory power, under certain structural conditions, of his Principle of Minimal Compliance. He uses data on the locality of wh-movement to argue that the Principle of Minimal Compliance is responsible for a number of the apparent distinctions between overt and covert movement. This book will interest syntacticians at graduate level and above as well as linguistic theorists concerned with the syntax-semantics interface.
Movement
Movement, Your Child's First language challenges mainstream assumptions about early development and learning with a rich distillation of perennial wisdom and cutting-edge science. In this revolutionary new book, Sally Goddard Blythe eschews politically correct accelerationism with her refreshing focus on children's real age-appropriate needs--in contrast to those that impatient adults think they should have. Based on whole-body approaches to learning developed by Sally Goddard Blythe and Michael Lazarev, this book gives us an essential overview of child growth from age three to seven years. It explains why movement and music are essential for healthy brain development and learning, and includes tried and tested activities for helping children become school ready. Sally describes the neonatal reflexes, how children learn with their bodies, and explains the hidden dangers of speeding up childhood. Included on the two CDs within the book are ten songs by Michael Lazarev and Goddard Blythe's exercises, which offer creative and enjoyable music and movement activities to help develop coordination and language skills, while the action-stories and nursery rhymes will encourage children to move, listen, and learn. This invaluable resource is suitable for use by parents, nursery providers, teachers, early-years educators, health visitors, pediatricians, special needs teachers, and educational psychologists.
Approaches and Methods in Language Teaching
Author: Jack C. Richards
language: en
Publisher: Cambridge University Press
Release Date: 2001-04-09
In addition to the approaches and methods covered in the first edition, this edition includes new chapters, such as whole language, multiple intelligences, neurolinguistic programming, competency-based language teaching, co-operative language learning, content-based instruction, task-based language teaching, and The Post-Methods Era.