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Variation is a characteristic of language: there is more than one way of saying the same thing in a given language. Variation can exist in domains such as pronunciation (e.g., more than one way of pronouncing the same phoneme or the same word), lexicon (e.g., multiple words with the same meaning), grammar (e.g., different syntactic constructions expressing the same grammatical function), and ...
Children in Scotland and Northern England soon learn that the use of the glottal stop is considered inferior to the use of /t/ and are taught to correct themselves from an early age. [dubious – discuss] Variation between the glottal stop and /t/ is mostly seen within the middle class due to pressure from adults. This case study provides an ...
Noam Chomsky spearheaded the debate on the faculty of language as a cognitive by-product, or spandrel. As a linguist, rather than an evolutionary biologist, his theoretical emphasis was on the infinite capacity of speech and speaking: there are a fixed number of words, but there is an infinite combination of the words. [3]
Eckert received her PhD in linguistics in 1978 from Columbia University, where she was a student of William Labov.She is the author or co-author of three books on sociolinguistics, the co-editor of three collections, and author of numerous scholarly papers in the field.
Language change is the process of alteration in the features of a single language, or of languages in general, across a period. It is studied in several subfields of linguistics : historical linguistics , sociolinguistics , and evolutionary linguistics .
R.L Trask also argues in his book Language: The Basics that deaf children acquire, develop and learn sign language in the same way hearing children do, so if a deaf child's parents are fluent sign speakers, and communicate with the baby through sign language, the baby will learn fluent sign language. And if a child's parents aren't fluent, the ...
Cognitive sociolinguistics is an emerging field of linguistics that aims to account for linguistic variation in social settings with a cognitive explanatory framework. The goal of cognitive sociolinguists is to build a mental model of society, individuals, institutions and their relations to one another.
Jenny L. Cheshire is a British sociolinguist and emeritus professor of linguistics at Queen Mary University of London. [1] Her research interests include language variation and change, language contact and dialect convergence, and language in education, with a focus on conversational narratives and spoken English.