TY  - BOOK
AU  - Miller,J.E.
AU  - Weinert,Regina
TI  - Spontaneous spoken language: syntax and discourse 
SN  - 0585483981
AV  - P408 .M55 1998eb
U1  - 415 22
PY  - 1998///
CY  - Oxford [England], New York
PB  - Clarendon Press, Oxford University Press
KW  - Chomsky, Noam
KW  - Colloquial language
KW  - Grammar, Comparative and general
KW  - Syntax
KW  - Discourse analysis
KW  - Typology (Linguistics)
KW  - Language acquisition
KW  - Language Development
KW  - Langue familière
KW  - Syntaxe
KW  - Analyse du discours
KW  - Typologie (Linguistique)
KW  - Langage
KW  - Acquisition
KW  - pragmatics
KW  - aat
KW  - LANGUAGE ARTS & DISCIPLINES
KW  - Grammar & Punctuation
KW  - bisacsh
KW  - Linguistics
KW  - fast
KW  - Taalgebruik
KW  - gtt
KW  - Spreektaal
KW  - Schrijftaal
KW  - Vergelijkende linguïstiek
KW  - Zinsconstructies
KW  - Taalverwerving
KW  - Taaltypologie
KW  - Taalonderwijs
KW  - Philology & Linguistics
KW  - hilcc
KW  - Languages & Literatures
KW  - Electronic books
N1  - Includes bibliographical references (pages 427-442) and index; 1; Introduction --; 2; Sentences and Clauses --; 3; Clauses: Type, Combination, and Integration --; 4; Noun Phrases: Complexity and Configuration --; 5; Focus Constructions --; 6; Focus Constructions: Clefts and like --; 7; Historical Linguistics and Typology --; 8; Written Language, First Language Acquisition, and Education
N2  - Jim Miller and Regina Weinert investigate syntactic structure and the organization of discourse in spontaneous spoken language. Using data from English, German, and Russian, they develop a systematic analysis of spoken English and highlight properties that hold across languages. The authors argue that the differences in syntax and the construction of discourse between spontaneous speech and written language bear on various areas of linguistic theory, apart from having obvious implications for syntactic analysis. In particular, they bear on typology, Chomskyan theories of first language acquisition, and the perennial problem of language in education. In current typological practice written and spontaneous spoken texts are often compared; the authors show convincingly that typological research should compare like with like. The consequences for Chomskyan, and indeed all, theories of first language acquisition flow from the central fact that children acquire spoken language but learn written language
UR  - https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=98487
ER  -