Introductory linguistics for speech and language therapy practice / / Jan McAllister, Jim Miller

• Autore: McAllister Jan
• Pubblicazione: Chichester, West Sussex [England] ; ; Malden, Mass., : Wiley/Blackwell, 2013
• Edizione: 1st ed.
• Descrizione fisica: viii, 351 p. : ill
• Disciplina: 616.85/50068
• Soggetto topico: Language disorders - Treatment; Linguistics - Study and teaching; Speech therapists; Speech therapy - Practice
• Altri autori: MillerJim
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Intro -- Introductory Linguistics for Speech and Language Therapy Practice -- Contents -- 1 Introduction -- 1.0 Why do speech and language therapy students need to study linguistics? -- 1.1 Why do speech and language therapy students need this book? -- 1.2 Aims of this book, and what this book will not aim to do -- 1.3 Some preliminaries -- 1.3.1 Levels of description in language -- 1.4 How this book is organised -- 1.5 Exercises -- Exercises using clinical assessments -- Further reading -- 2 Words and Non-words -- 2.0 Introduction -- 2.1 Why do SLTs need this knowledge? -- 2.2 Learning objectives -- 2.3 Words, word-forms and lexemes -- 2.4 Testing word processing and related abilities -- 2.5 Principles of selection of items in clinical resources -- 2.6 Words and non-words -- Chapter summary -- Exercises using clinical resources -- Further reading -- 3 Word Meaning -- 3.0 Introduction -- 3.1 Why do SLTs need this knowledge? -- 3.2 Learning objectives -- 3.3 Reference and sense -- 3.4 Lexical semantics -- 3.4.1 Lexemes, categories and concepts -- 3.4.2 Decomposition of word meaning -- 3.4.3 Basic concepts -- 3.4.4 Semantic fields -- 3.4.5 Sense relations -- 3.4.6 Lexical ambiguity -- Chapter summary -- Exercises using clinical resources -- Further reading -- 4 Sentence Meaning -- 4.0 Introduction -- 4.1 Why do SLTs need this knowledge? -- 4.2 Learning objectives -- 4.3 Sentence-level meaning -- 4.3.1 Semantic roles -- 4.3.2 Reversibility -- 4.3.3 Contradiction -- 4.3.4 Syntactic ambiguity -- Chapter summary -- Exercises using clinical resources -- Further reading -- 5 Parts of Speech -- 5.0 Introduction -- 5.1 Why do SLTs need this knowledge? -- 5.2 Learning objectives -- 5.3 Identifying parts of speech -- 5.3.1 Content words and function words -- 5.3.2 Why is it sometimes difficult to identify parts of speech in English?. ; 5.3.3 Traditional, meaning-based criteria -- 5.3.4 Form-based criteria -- 5.3.5 Tests for parts of speech -- Chapter summary -- Exercises using clinical resources -- Further reading -- 6 Word Structure -- 6.0 Introduction -- 6.1 Why do SLTs need this knowledge? -- 6.2 Learning objectives -- 6.3 Words and morphemes -- 6.4 Free and bound forms -- 6.5 Allomorphs -- 6.6 Common mechanisms of word formation in English -- 6.6.1 Compounding -- 6.6.2 Affixation -- 6.7 Mean length of utterance in morphemes -- Chapter summary -- Exercises using clinical resources -- Further reading -- 7 Sentence Structure 1: Phrases and Clauses -- 7.0 Introduction -- 7.1 Why do SLTs need this knowledge? -- 7.2 Learning objectives -- 7.3 Syntax, morphology and the lexicon -- 7.4 Phrases -- 7.4.1 Criteria for phrases -- 7.4.2 Types of phrases -- 7.4.3 Heads, modifiers and phrase types -- 7.4.4 Phrases: noun phrases -- 7.4.5 Phrases: prepositional phrases -- 7.4.6 Phrases: adjective phrases -- 7.4.7 Phrases: adverb phrases -- 7.4.8 Phrases: verb phrases -- 7.5 Clauses -- 7.5.1 Elements of the clause -- 7.5.2 Elements of the clause: verb -- 7.5.3 Elements of the clause: subject -- 7.5.4 Elements of the clause: object -- 7.5.5 Elements of the clause: complement -- 7.5.6 Elements of the clause: adverbial -- 7.5.7 Phrases and grammatical functions -- 7.5.8 Notation for clauses -- Chapter summary -- Exercises using clinical resources -- Further reading -- 8 Sentence Structure 2: Constructions and Main Clauses -- 8.0 Introduction -- 8.1 Why do SLTs need this knowledge? -- 8.2 Learning objectives -- 8.3 Declarative, interrogative and imperative clauses -- 8.3.1 Basic constructions: declarative clauses -- 8.3.2 Imperative clauses -- 8.3.3 Interrogative clauses: yes-no interrogatives -- 8.3.4 Interrogative clauses: wh interrogatives -- 8.3.5 Interrogative clauses: tag questions. ; 8.4 The active, passive and middle constructions -- 8.4.1 Active clauses/constructions -- 8.4.2 Passive clauses/constructions -- 8.4.3 Middle clauses/constructions -- 8.5 Negation -- Chapter summary -- Exercises using clinical resources -- Further reading -- 9 Sentence Structure 3: Subordinate Clauses and Sentences -- 9.0 Introduction -- 9.1 Why do SLTs need this knowledge? -- 9.2 Learning objectives -- 9.3 Main and subordinate clauses -- 9.4 Recognising different types of subordinate clause -- 9.4.1 Relative clauses -- 9.4.2 Adverbial clauses -- 9.4.3 Complement clauses -- 9.5 Clauses that modify nouns -- 9.6 Optional extra on relative clauses -- 9.7 Sentences -- Chapter summary -- Exercises using clinical resources -- Further reading -- 10 Sentence Structure 4: Non-finite Clauses -- 10.0 Introduction -- 10.1 Why do SLTs need this knowledge? -- 10.2 Learning outcomes -- 10.3 Infinitives and (Type 1) gerunds -- 10.3.1 Understood subject and control -- 10.4 Type 2 gerunds -- 10.5 Bare-verb clauses -- 10.6 Free participle clauses -- 10.7 Reduced clauses -- Chapter summary -- Exercises using clinical resources -- Further reading -- 11 Language in Use 1: Deixis and Reference -- 11.0 Introduction -- 11.1 Why do SLTs need this knowledge? -- 11.2 Learning objectives -- 11.3 Reference and deixis -- 11.3.1 Deixis: introduction -- 11.3.2 Deixis: personal pronouns -- 11.3.3 Deixis: demonstratives -- 11.3.4 Deixis: spatial expressions -- 11.3.5 Deixis: verbs of movement -- 11.3.6 Deixis: temporal expressions -- 11.3.7 Deixis: tense -- 11.3.8 Deixis: extended uses -- 11.4 Reference -- Chapter summary -- Exercises using clinical resources -- Further reading -- 12 Language in Use 2: Frames and Scripts, Metaphor and Irony, Implicature, Explicature -- 12.0 Introduction -- 12.1 Why do SLTs need this knowledge? -- 12.2 Learning outcomes -- 12.3 Frames and scripts. ; 12.4 Metaphor, irony, humour -- 12.5 Implicature -- 12.6 Explicature -- 12.7 Presupposition -- Chapter summary -- Exercises using clinical resources -- Further reading -- 13 Language in Use 3: Speech Acts, Conversation -- 13.0 Introduction -- 13.1 Why do SLTs need this knowledge? -- 13.2 Learning objectives -- 13.3 Frames, scripts and norms -- 13.4 Speech acts -- 13.5 Conversation: scripts and routines -- 13.5.1 Turn taking -- 13.5.2 Adjacency pairs -- 13.5.3 Expansions -- 13.5.4 Preference organisation -- 13.5.5 Opening a conversation -- 13.5.6 Politeness -- 13.5.7 Topic management -- 13.5.8 Repair -- 13.6 Paralinguistic signals -- Chapter summary -- Exercises using clinical resources -- Further reading -- 14 Narrative 1: Introduction - Coherence and Cohesion -- 14.0 Introduction -- 14.1 Why do SLTs need this knowledge? -- 14.2 Learning objectives -- 14.3 Tasks for speakers and writers -- 14.4 Concepts for analysing narrative -- 14.5 Spoken text -- 14.6 Coherence and cohesion -- 14.6.1 Coherence -- 14.6.2 Cohesion -- Chapter summary -- Exercises using clinical resources -- Further reading -- 15 Narrative 2: Given and New, Theme, Focus -- 15.0 Introduction -- 15.1 Why do SLTs need this knowledge? -- 15.2 Learning objectives -- 15.3 Given and new information -- 15.4 Theme -- 15.5 Focus -- 15.5.1 Focus: tonic accent -- 15.5.2 Focus: IT clefts -- 15.5.3 Focus: WH clefts -- 15.5.4 Focus: TH clefts -- 15.6 Conclusion -- Chapter summary -- Exercises using clinical resources -- Further reading -- 16 Narrative 3: Syntax and the Organisation of Text -- 16.0 Introduction -- 16.1 Why do SLTs need this knowledge? -- 16.2 Learning objectives -- 16.3 Tense and aspect in narrative -- 16.3.1 Tense and aspect: reminder of the main points -- 16.3.2 Simple Past versus Progressive in narrative -- 16.3.3 Perfect -- 16.3.4 Tense and aspect: problems of usage. ; 16.4 Analysing clinical test narratives -- 16.4.1 The runaway tractor story -- 16.4.2 The safari park story -- 16.4.3 The sports day story -- 16.4.4 The squirrel story -- 16.5 Some loose ends -- 16.5.1 End weight -- 16.5.2 End weight: extraposition -- 16.5.3 Passives in narrative text -- 16.5.4 Non-finite clauses -- Chapter summary -- Exercises using clinical resources -- 17 Conclusion -- Appendix A: Islands of Reliability for Determining Parts of Speech -- Appendix B: SLT Resources Referenced in This Text -- Answers to Exercises -- Annotated Bibliography -- Index.
• Sommario/riassunto: This practical introduction to linguistics is a must-have resource for all speech and language therapy students, providing you with the fundamental theory needed as a foundation for practice. Written by authors with extensive experience in both research and teaching, Introductory Linguistics for Speech and Language Practice equips you with a practical understanding of relevant linguistic concepts in the key language areas of morphology, syntax, semantics, discourse and pragmatics. Each chapter opens by explaining why the information is of relevance to the speech language therapist, and this integrated approach is emphasised via reference to relevant clinical resources. Exercises throughout each chapter also allow you to test your understanding of key principles and apply this knowledge to other areas of your study. This concise, readable guide is a core text for all undergraduate and postgraduate students of speech and language therapy, and is also ideal for qualified therapists wanting to enrich their understanding of the linguistic assessments they use in practice.
• Titolo autorizzato: Introductory linguistics for speech and language therapy practice
• ISBN: 9781118571958; 1118571959
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910959876203321
• Lo trovi qui: Univ. Federico II