This volume offers a coherent collection of 26 papers presented at an international conference held in November 2010, exploring the latest achievements of formal and comparative linguistics applied to the teaching of Latin. The three sections (syntax and morphology, semantics and pragmatics, history and theory of teaching) compare Latin with different ancient and modern languages, aiming to represent grammar rules as the product of mental processes. The book is addressed to linguists, teachers and students, who are looking for new perspectives to update their approach to classical Latin.

This textbook provides a user-friendly guide to the study of the phonological, morphological, and syntactic properties of Latin. It combines clear explanations with rich examples and offers a new approach to the study of Latin from the perspective of contemporary linguistics that will appeal to undergraduate students and researchers alike.

This textbook provides a detailed introduction to the study of Latin from the perspective of contemporary linguistics. It adopts some basic tenets of generative grammar in an in-depth analysis of the main phonological, morphological, and syntactic properties of Latin, and offers a step-by-step guide to the universal principles and specific parameters which shape the language, along with comparative data from English and other languages. Latin: A Linguistic Introduction is a user-friendly and essential guide to the synchronic study of Latin as a natural language. The clarity of exposition and the richness of the examples cited provide a new approach to Latin as a topic of linguistic research: although the general structure of the book is like that of a traditional Latin grammar, the discussion of grammatical rules is both more straightforward and more theoretically informed. This textbook is principally suitable for students of Latin and Romance linguistics at undergraduate level and above, but also for teachers and researchers interested in new ways of looking at the study of Latin. It differs from many other textbooks in the field by striking a valuable balance between the longstanding tradition of classical philology and the innovations of contemporary linguistics.

From the Preface: Most Americans who have studied Latin, with our priests and seminarians included, have employed this method, which they thought was 'traditional'. But as something fully developed, this tradition scarcely goes farther back than 1880; and even in its beginnings it hardly antedates the seventeenth century. In contrast to this method of grammatical analysis, Father Most's textbooks reproduce much of the "natural method" by which children learn their native language. Hence, the significance of Father Most's books is manifestly great for the Latin classes in any Catholic high schools or colleges. So much of our Catholic doctrine and culture have been deposited in Latin that we want many of our educated Catholics to be able to use Latin with ease. But the special significance of Father Most's texts is for the Latin classes in our seminaries. Here the students still have much the same cogent motives to master the art of using Latin with ease as the pupils of the thirteenth or sixteenth century. They need it as an indispensable means of communicating thought in their higher studies, and afterwards throughout life. The objectives (knowledge about Latin and training of mind) and corresponding methods (grammatical analysis and translation) "traditional" since 1880 have taken over in our seminaries; and there too the students have been experiencing an ever growing inability to use Latin. Father Most's textbooks can contribute much towards revolutionizing the teaching of Latin by bringing back, as the chief objective, the art of reading, writing, and (when desired) speaking Latin with ease." Fr. Most's textbooks can be classed in categories of similar texts, such as Hans Ørberg's Lingua Latina, as well as Ecce Romani which is a simplification of Ørberg or others which aim to teach Latin not even so much as a modern language, as to teach it by a method more natural to the philosophy of learning Languages. Fr. Most's text follows the view that Latin of the later period is actually more advanced in communicating ideas and is easier to learn than Latin of the classical period, and thus this Second Volume begins the transition with readings and vocabulary from the Vulgate, continuing with the more ancient collects of the 1962 Missale Romanum, St. Cyprian and culminating with a reading from the Roman Historian Sallust. This is an excellent text applying the "natural method" with English language instruction to help the student read and understand Latin natively, with numerous vehicles for simplifying the necessary memorization as well as aiding in truly understanding Latin without constant need to look in a dictionary for rudimentary sentences. This is reprinted from the 1960 edition, and follows the presentation of the text found in that edition.

These twenty essays examine continuity and change in the language of Latin prose, from its emergence to the twelfth century AD. Issues debated include traditional distinctions between primitive archaic and sophisticated classical Latin, and between superior classical and inferior Silver Latin. A broad range of Latin authors are covered, including Caesar and Cicero, Bede and William of Malmesbury. An extensive introduction traces the volume's recurring themes - the use of poetic diction in prose, archaism, sentence structure, and bilingualism. The diversity of approaches makes this an essential handbook for all those interested in Latin language and literature.

This two-volume work contains a selection of papers first presented at the 22nd International Colloquium on Latin Linguistics, held in Prague (2023). The papers address important issues in Latin linguistics with a variety of theoretical and methodological approaches. The first volume ("Word") contains texts concerning Latin phonology, etymology, flexion and derivation, and lexical semantics, both with respect to individual words and to entire word classes. Both diachronic and synchronic perspectives are employed in the discussion of the various issues. The second volume ("Clause and Discourse") includes papers dealing with issues of syntax and semantics, and with the structure of texts and pragmatic aspects. One of the subchapters, entitled "Conversation and Dialogue", contains papers presented at the conference in a separate workshop of the same name, linked by a common methodological framework of "Conversation Analysis". This book provides essential texts for researchers in the field of Latin linguistics and may also be of use to linguists who work primarily with other languages.

Most of the papers presented at the 1990 West Coast Conference on Formal Linguistics are included in this volume. This annual publication, not readily available in the past, makes the latest research in formal linguistics available to a wider audience. Aaron Halpern is a graduate student in linguistics at Stanford University.

This text makes use of contemporary work in linguistics to provide up-to-date commentary on the development of Latin, from its prehistoric origins in the Indo-European language family, through the earliest texts, to the creation of the Classical Language of Cicero and Vergil, and examines the impact of the spread of spoken Latin through the Roman Empire. The first book in English in more than 50 years to provide comprehensive coverage of the history of the Latin language Gives a full account of the transformation of the language in the context of the rise and fall of Ancient Rome Presents up-to-date commentary on the key linguistic issues Makes use of carefully selected texts, many of which have only recently come to light Includes maps and glossary as well as fully translated and annotated sample texts that illustrate the different stages of the language Accessible to readers without a formal knowledge of Latin or linguistics

First of all the author wants to make it crystal clear that the present work is of a great benefit both for the English and Arab learners of the target language either Arabic or English. This edition of the book pinpoints previous researchers' findings regarding English and Arabic phonological, morphological and syntactic similarities and differences and how all these differences result in mistakes and errors by the Arab learners of English in their learning process. These mistakes or errors are unconsciously or involuntarily made by Arab learners of English due to the differences between the system and sub-systems of the two languages. The present attempt is the result of my realization as an English language teacher as to how a teacher can minimize students difficulties in learning of English and maximize their knowledge, skills and competency of English as a foreign or second language. This is the first edition. The work is pedagogically oriented and primarily intended to make teaching-learning of English as a foreign/second language a bit easy especially for the first-year university students of English language in the Arab world: (Gulf area such as KSA, UAE, Kuwait, and the Middle East Area, such as Jordan, Syria, Lebanon and so on). The focus is on phonetic and morpho-syntactic variations in Arabic and English languages. This area of research becomes more interesting through the assumptions – (i) information about the differences and similarities between Arabic and English language is to be supplied at an early stage since this facilitates the students learning task, (ii) the differences are to be presented in pedagogically suitable format, (iii) it is useful to separate and present phonetics, morphological and syntactic categories as they function in suitable contexts and not merely abstract notions, (iv) before students may tackle contrastive analysis, they should have basic knowledge of Arabic and English languages similarities and differences and (v) pre-modification and post-modification of lexical and syntactic structures are to be explained appropriately.