This book illustrates an approach to prosodic typology through the intonational phonology of thirteen typologically different languages and the transcription system of prosody known as Tones and Break Indices (ToBI). This is the first book introducing the history and principles of this system, and it covers European languages, Asian languages, an Australian aboriginal language, and an American Indian language.

This is the first book to approach depictive secondary predication - a hot topic in syntax and semantics research - from a crosslinguistic perspective. It maps out all the relevant phenomena and brings together critical surveys and new contributions on their morphosyntactic and semantic properties.

This is a practical guide for both beginning and established linguists who have been asked by lawyers to address the language issues in their civil and criminal cases. Author Roger W. Shuy deals with issues of how to become an expert, how to start and manage a practice of consulting on law cases, how to address the issue of professional ethics, how to work with lawyers, write reports, affidavits, and participate successfully in depositions, direct examination, and cross examination at trial.

Is language somehow innate in the structure of the human brain, or is it completely learned? This debate is still at the heart of linguistics, especially as it intersects with psychology and cognitive science.

 

Non-native language teachers have often been viewed as an unavoidable fate of the profession, rather than an asset worth exploring and investigating. Now that non-natives are increasingly found teaching languages, and particularly English, both in ESL and EFL contexts, the identification of their specific contributions and their main strengths has become more relevant than ever.

As a result, there has recently been a surge of interest in the role of non-native teachers but little empirical research has been published so far. This volume is particularly rich in providing different approaches to the study of non-native teachers: NNS teachers as seen by students, teachers, graduate supervisors, and by themselves. It also contributes little explored perspectives, like classroom discourse analysis, or a social-psychological framework to discuss conceptions of NNS teachers.