The notion of focus structure underlying the present work is essentially that of Lambrecht (1994), who distinguishes what he calls the predicate focus, argument focus and sentence focus types of focus structure. He illustrates this distinction by the A-utterances in (1), where the word in small capitals is the carrier of the primary sentence accent (see Lambrecht 1994:223): (1) a. predicate focus structure Q:What happened to your car? A: My car/It broke down. b. argument focus structure Q: I heard your motorcycle broke down? A: My car broke down. c. sentence focus structure Q:What happened? A: My car broke down.
In the last decade, the notions of topic and focus have come to play an increasingly relevant role in theoretical linguistics. Although these notions are often taken for granted, they are still poorly understood. This study offers a detailed analysis of the precise definitions of these and related terms (theme, topic, background, given information, focus, contrast, etc.) as well as of their combination into information structures such as the topic-focus and background-focus articulations. It recommends pursuing a feature-based typology of topics and argues against a dual nature of focus (i.e. presentational vs. contrastive).
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This volume is the first comprehensive history of task analysis, charting its origins from the earliest applied psychology through to modern forms of task analysis that focus on the study of cognitive work. Through this detailed historical analysis, it is made apparent how task analysis has always been cognitive. Chapters cover the histories, key ideas, and contributions to methodology of a number of communities of practice, including: Sociotechnics, European Work Analysis, Naturalistic Decision Making, Cognitive Systems Engineering, Ethnography, Human Factors.Further, integrative chapters focus on the purposes of cognitive task analysis.
A gently-paced three-part course with a communicative emphasis. Key features Its simple, double-page unit structure ensures a clear language focus. It has a gradual syllabus which never overloads the student and incorporates cyclical revision. It focuses on rapid vocabulary development as an effective means to early communicative confidence. AUDIO added Thanks to floarea!
