Essentials of Linguistics 2e (Anderson et al.)
- Page ID
- 192560
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- Chapter 1: Human Language and Language Science
- 1.1: What even is language?
- 1.2: What grammars are and aren't
- 1.3: Studying language scientifically
- 1.4: Thinking about standards and “proper” grammar
- 1.5: Doing harm with language science
- 1.6: Doing good with language science
- 1.7: Exercise your linguistics skills
- 1.8: Three waves of sociolinguistics
- 1.9: Summary
- Chapter 3: Phonetics
- 3.1: Modality
- 3.2: Speech articulators
- 3.3: Describing consonants- Place and phonation
- 3.4: Describing consonants- Manner
- 3.5: Describing vowels
- 3.6: The International Phonetic Alphabet
- 3.7: Signed language articulators
- 3.8: Describing signs
- 3.9: Signed language notation
- 3.10: Syllables
- 3.11: Stress
- 3.12: Tone and intonation
- Chapter 4: Phonology
- 4.1: Phonemes and allophones
- 4.2: Phonotactics and natural classes
- 4.3: Contrastive distribution and minimal pairs
- 4.4: Complementary distribution
- 4.5: Phonemic analysis
- 4.6: Another example of phonemic analysis
- 4.7: Phonological rules
- 4.8: Phonological derivations
- 4.9: Types of phonological rules
- 4.10: Signed language phonology
- Chapter 5: Morphology
- 5.1: What is morphology?
- 5.2: Roots, bases, and affixes
- 5.3: Morphology beyond affixes
- 5.4: Allomorphy
- 5.5: Lexical categories
- 5.6: Derivational morphology
- 5.7: Inflectional morphology
- 5.8: Compounding
- 5.9: Structural ambiguity in morphology
- 5.10: How to draw morphological trees
- 5.11: How to solve morphology problems
- 5.12: Exercise your linguistics skills
- Chapter 6: Syntax
- 6.1: Syntactic knowledge and grammaticality judgements
- 6.2: Word order
- 6.3: Structure within the sentence- Phrases, heads, and selection
- 6.4: Identifying phrases- Constituency tests
- 6.5: Functional categories
- 6.6: Clausal embedding
- 6.7: Main clause Yes-No questions
- 6.8: Main clause content questions
- 6.9: Embedded content questions
- 6.10: Arguments and thematic roles
- 6.11: Changing argument structure- Causatives and passives
- 6.12: Interim summary
- 6.13: From constituency to tree diagrams
- 6.14: Trees- Introducing X-bar theory
- 6.15: Trees- Sentences as TPs
- 6.16: Trees- Modifiers as adjuncts
- 6.17: Trees- Structural ambiguity
- 6.18: Trees- Embedded clauses
- 6.19: Trees- Movement
- 6.20: Trees- Movement beyond questions
- 6.21: Trees- Summary
- 6.22: Exercise your linguistics skills.
- Chapter 7: Semantics
- 7.1: Linguistic meaning
- 7.2: Compositionality- Why not just syntax?
- 7.3: What does this sentence "mean"? Entailments vs. implicatures
- 7.4: The mental lexicon
- 7.5: The nature of lexical meaning
- 7.6: Events and thematic roles
- 7.7: Countability
- 7.8: Individual- vs. stage-level predicates
- 7.9: Degrees
- 7.10: Why not the dictionary?
- 7.11: Denotation
- 7.12: Introduction to set theory
- 7.13: Negative polarity items
- 7.14: Summary
- 7.15: Exercise your linguistics skills
- Chapter 8: Pragmatics
- 8.1: At-issue vs. non-at-issue meaning
- 8.2: Cross-community differences in discourse
- 8.3: Semantics and pragmatics in the legal domain
- 8.4: Conversational implicatures
- 8.5: The Cooperative Principle
- 8.6: How inferences arise, and neurodiversity in inference making
- 8.7: Violating vs. flouting a maxim
- 8.8: More about the Cooperative Principle
- 8.9: Illocutionary meaning
- 8.10: Thinking about illocutionary meaning compositionally
- 8.11: What is a context?
- 8.12: Assertion
- 8.13: Question
- 8.14: Analysing meaning dynamically
- 8.15: Summary (and further questions to consider)
- 8.16: Exercise your linguistics skills
- Chapter 9: Reclaiming Indigenous Languages
- 9.1: Preserving Mohawk
- 9.2: Learning Mohawk
- 9.3: Mohawk culture and language
- 9.4: Creating materials for teaching Mohawk
- 9.5: Speaking Mohawk and reconciliation
- 9.6: One view on the future of Indigenous languages
- 9.7: Reclaiming Michif
- 9.8: Reclaiming Hul’q’umi’num’
- 9.9: Growing up speaking Nishnaabemwin
- 9.10: Learning Nishnaabemwin at University
- 9.11: Resources for teaching and learning Nishnaabemwin
- Chapter 10: Language Variation and Change
- This chapter explores sociolinguistic variation and how it has been analyzed. We’ll be introduced to the concept of the linguistic variation, we’ll see how to analyze data from a variationist sociolinguistic perspective, and we’ll survey some of the major social factors that correlate with sociolinguistic variation.
- 10.1: What is variationist sociolinguistics?
- 10.2: Language varies
- 10.3: Language changes
- 10.4: Language conveys more than semantic meaning
- 10.5: Variationist methods and concepts
- 10.6: Sociolinguistic correlations - Place
- 10.7: Sociolinguistic correlations - Social status
- 10.8: Sociolinguistic correlations - Gender
- 10.9: Sociolinguistic correlations - Ethnicity
- 10.10: Exercise Your Linguistics Skills
- Chapter 11: Child Language Acquisition
- 11.1: Tiny, powerful language learners
- 11.2: When does language learning start?
- 11.3: Phonemic contrast
- 11.4: Early language production
- 11.5: The Language environment and the so-called word gap
- 11.6: Understanding word combinations
- 11.7: Syntax in early utterances
- 11.8: Developing word meanings
- 11.9: Growing up bilingual (or multilingual!)
- 11.10: Language milestones in the first two years
- 11.11: Exercise your linguistics skills
- Chapter 12: Adult Language Learning
- 12.1: Adults are not children
- 12.2: Motivations for adult language learners
- 12.3: Gaining proficiency
- 12.4: Cognitive processes in language learning
- 12.5: Learning a New Modality
- 12.6: Learning Phonetics and Phonotactics in a Later Language
- 12.7: Learning Phonemes and Allophones in a Later Language
- 12.8: Exercise your linguistics skills
- Chapter 15: PSRs and Flat Tree Structures
- This appendix is provided as an alternative to the second half of the syntax chapter (Sections 6.14-6.21), teaching flat tree structures instead of x-bar. It is written to follow Section 6.13. It is recommended to use this alternative for one-semester introductory courses, as well as any introductory courses that have two weeks or fewer to cover syntax.