Linguistics for Clinicians: A Practical Introduction

by Black,Maria

• ISBN13: 9780340758960
• ISBN10: 0340758961
• Format: Nonspecific Binding
• Copyright: 2003-03-28
• Publisher: Routledge

Summary

Linguistics for Clinicians provides an introduction to linguistic analysis in the clinical context. The book draws on a range of linguistic theories and descriptions, equipping readers with a conceptual toolkit that will enable them to: · Analyze data systematically, taking into account different types of linguistic properties · Pick out significant patterns that can give them clinically relevant cues · Build explicit arguments to back up their observations and hypotheses. · Select relevant linguistic items for assessment and therapy tasks. Analytical tips are included to anticipate and deal with common problems of clinical application. Extensive exercises further illustrate the use of linguistic concepts in data analysis and task construction. Linguistics for Clinicians is primarily a linguistics textbook for students and teachers in clinical courses. It is also a useful resource for practicing clinicians, psycholinguistics students and researchers in language impairments.

Table of Contents

Acknowledgements	x
PART I INTRODUCTION	1	(26)
Guide to this book	3	(7)
For students	3	(4)
For teachers	7	(3)
Meaning and form in language processing	10	(17)
Introduction	10	(1)
Why we need to distinguish language function from language form and meaning	10	(6)
Giving form to meaning: words	16	(5)
Giving form to meaning: sentences	21	(2)
Meaning and form in language processing	23	(4)
PART II SYNTAX	27	(96)
Syntactic categories	29	(23)
What are syntactic categories?	29	(2)
Why do we need syntactic categories?	31	(6)
Syntactic category tests: introduction	37	(6)
Analytical tips	43	(2)
Links to other levels	45	(7)
Hierarchical structure	52	(31)
Introduction	52	(1)
Why do we need constituents?	53	(6)
Constituency tests: general	59	(5)
Types of constituent	64	(7)
Types of constituents and their internal structure	71	(4)
Analytical tips	75	(2)
Links to other levels	77	(6)
Representing structure	83	(20)
Brackets, trees and other devices	83	(4)
Why do we need diagrams?	87	(1)
Defining structural relations	88	(2)
The general structure of phrases	90	(7)
Analytical tips	97	(2)
Links to other levels	99	(4)
The syntactic shape of sentences	103	(20)
What is a sentence?	103	(2)
Why do we need to focus on verbs?	105	(4)
Verb subcategories	109	(8)
Links to other levels	117	(6)
PART III SYNTAX -- SEMANTIC LINKS: SITUATIONS	123	(82)
Shaping situations: making them dynamic or static	125	(17)
Introduction	125	(2)
What makes events and states different	127	(6)
Why we need the distinction	133	(3)
The event/state continuum	136	(2)
Analytical tips	138	(4)
Shaping situations: making the focus narrow or wide	142	(33)
Introduction	142	(4)
Narrow focus verbs	146	(14)
Wide focus verbs	160	(3)
Wide focus verbs that include ACT	163	(4)
Summary of situation types	167	(2)
Why we need these concepts	169	(6)
Shaping situations: selecting participants	175	(18)
Introduction	175	(1)
How to apply thematic role labels	175	(6)
How to tell complements and adjuncts	181	(6)
Why we need these concepts in the clinic	187	(6)
Shaping situations: foregrounding participants	193	(12)
Introduction	193	(1)
Subjects and objects in English	194	(3)
Where participants end up	197	(4)
Why we need these concepts	201	(4)
PART IV SYNTAX -- SEMANTIC LINKS: TIME AND MODALITY	205	(50)
The auxiliary system	207	(22)
Introduction	207	(1)
Why we need to look at tense and auxiliaries	208	(1)
The auxiliary system	209	(6)
The full picture	215	(1)
Auxiliaries and different sentence functions	216	(9)
Links to other levels	225	(4)
Tense and aspect	229	(13)
Introduction	229	(1)
Why look at time?	230	(1)
Past time	231	(4)
Present time	235	(2)
Future time	237	(2)
Links to other levels	239	(3)
Modality	242	(13)
Introduction	242	(2)
Why look at modality?	244	(1)
Modal meanings	245	(5)
Links to other levels	250	(5)
PART V SYNTAX -- PHONOLOGY LINKS	255	(23)
The phonological shape of sentences	257	(19)
Introduction	257	(2)
Why look at stress patterns?	259	(3)
What determines the stress pattern of a sentence?	262	(4)
More on the phonology of prepositions	266	(2)
More on the phonology of auxiliary verbs and the main verb be	268	(1)
The representation of stress patterns	268	(1)
Rhythmic alternation: the 'dum-di-dum' rhythm of language	269	(1)
Links to other levels	270	(6)
Conclusion	276	(2)
Where we got to	276	(1)
Where to go from here	277	(1)
Keys to exercises	278	(19)
Further reading	297	(4)
References	301	(8)
Index	309