Catford's unique interactive approach to the study of phonetics leads readers to explore the entire range of human sounds through a series of introspective experiments carried out in their own vocal tracts, proceeding systematically from familiar vocal postures and articulations to new and unknown ones. By actually articulating sounds, and attending to the motor sensations they produce, the reader acquires a deep, personal understanding of the principles of phonetic classification. Informed throughout by recent research in aerodynamics and acoustics, this book will interest a wide range of students and teachers of languages, linguistics, speech therapy, and anthropology.

This volume provides state-of-the-art accounts of a broad range of pragmatic research on fictional language, covering not only written genres, but also drama and telecinematic discourse. It is concerned with the ways in which communication is depicted or enacted in fiction and with the larger communicative context of the texts. Topics range from the participation framework, genre and style to oral features, (im)politeness and invented languages.

Legal Skills encompasses all the academic and practical legal skills essential to the law student in one manageable volume. It is an ideal text for first year law students and is also a valuable resource for those studying law at any level.
Clearly structured in three parts, the book covers the full range of legal skills you will need to succeed from the beginning of your law degree, through your exams and assessments and into your future career.

First published in 1972, this work examines the complex concept of metaphor. It defines the term by placing the various key ideas about the nature of metaphor in their literary and social context, and in doing so, it traces the developing history of the concept. This account has considerable range, beginning with Aristotle and ending with the work of modern linguist and anthropologists.

Discussions that work

How can you make a discussion really work? What sort of activities produce genuine and enthusiastic exchanges of ideas? How can you prepare such exercises quickly and easily? These are some of the questions that Discussions that Work sets out to answer.

The first part provides some general guidelines on the organization of successful task-centred activities. The second part consists of some 50 practical examples which have been tried and found effective in the classroom. They range from fairly simple to complex and sophisticated, and can thus be used with a wide range of learners, from elementary to the most advanced, in both secondary and adult education.

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