Norwegian Modals is a detailed description of the syntactic and semantic properties of modals in Norwegian. Modal verbs in Mainland Scandinavian languages have received much less attention than their English and German counterparts, hence this book seizes the opportunity to present a range of new data and generalizations relevant for the study of Scandinavian languages, but also for the study of modality in Germanic and other languages. The book critically evaluates a range of proposals from the modality literature, focusing on the Theta-properties and the scopal properties of Modals in Germanic languages, and concludes that none of these previous proposals are able to account for the syntax of modals in Norwegian. The Theta-properties of modals are shown to depend on the construction in which the modal occurs, hence neither a raising analysis, a control analysis, nor a raising-versus-control analysis in fact suffices to exhaust these properties of Norwegian modals. The interplay of modals with tense and aspect is likewise thoroughly investigated, presenting a range of data revealing that existing universalist proposals are insufficient to account for even quite regular patterns. Instead, a new analysis is presented, building on a new compositional tense system which exploits aspectual features of predicates and selectional preferences of modal classes.

Colloquial Norwegian: The Complete Course for Beginners has been carefully developed by an experienced teacher to provide a step-by-step course to Norwegian as it is written and spoken today. Combining a clear, practical and accessible style with a methodical and thorough treatment of the language, it equips learners with the essential skills needed to communicate confidently and effectively in Norwegian in a broad range of situations. No prior knowledge of the language is required. Colloquial Norwegian is exceptional; each unit presents a wealth of grammatical points that are reinforced with a wide range of exercises for regular practice. A full answer key, a grammar summary, bilingual glossaries and English translations of dialogues can be found at the back as well as useful vocabulary lists throughout. Key features include: A clear, user-friendly format designed to help learners progressively build up their speaking, listening, reading and writing skills Jargon-free, succinct and clearly structured explanations of grammar An extensive range of focused and dynamic supportive exercises Realistic and entertaining dialogues covering a broad variety of narrative situations Helpful cultural points about life in Norway An overview of the sounds of Norwegian Balanced, comprehensive and rewarding, Colloquial Norwegian is an indispensable resource both for independent learners and students taking courses in Norwegian. Audio material to accompany the course is available to download free in MP3 format from www.routledge.com/cw/colloquials. Recorded by native speakers, the audio material features the dialogues and texts from the book and will help develop your listening and pronunciation skills.

This book presents new empirical findings about Germanic heritage varieties spoken in North America: Dutch, German, Pennsylvania Dutch, Icelandic, Norwegian, Swedish, West Frisian and Yiddish, and varieties of English spoken both by heritage speakers and in communities after language shift. The volume focuses on three critical issues underlying the notion of ‘heritage language’: acquisition, attrition and change. The book offers theoretically-informed discussions of heritage language processes across phonetics and phonology, morphology, syntax and semantics and the lexicon, in addition to work on sociolinguistics, historical linguistics and contact settings. With this, the volume also includes a variety of frameworks and approaches, synchronic and diachronic. Most European Germanic languages share some central linguistic features, such as V2, gender and agreement in the nominal system, and verb inflection. As minority languages faced with a majority language like English, similarities and differences emerge in patterns of variation and change in these heritage languages. These empirical findings shed new light on mechanisms and processes.

This monograph explores the grammar of modifier PPs in Japanese, concentrating on their word order. The study argues that (i) modifier PPs are hierarchically arranged and (ii) there is an interesting fine-grained correlation between different PP types and Modal/Aspect functors which indicates that Temporal and Locative appear relatively freely with respect to a certain range of the Modal/Aspect functors in the middle field, whereas the rest of the PP types are more constrained in this respect. Unlike cartographic approaches to PPs (Schweikert 2005, Cinque 2006), the book adopts the working hypothesis that the fine-grained hierarchies can be derived in a constrained manner along the lines of Svenonius and Ramchand (2014) and proposes that the properties of the PPs characterized by (i) and (ii) can be captured in a sortal domain analysis. The book appeals to a linguistic audience interested in modifier syntax as well as in Japanese.

This book addresses the issue of language contact in the context of child language acquisition. Elizabeth Lanza examines in detail the simultaneous acquisition of Norwegian and English by two first-born children in families living in Norway in which the mother is American and the father Norwegian. She connects psycholinguistic arguments with sociolinguistic evidence, adding a much-needed dimension of real language-use in context to the psycholinguistic studies which have dominated the field. She draws upon evidence from other studies to support her claims concerning language dominance and the child's differentiation between the two languages in relation to the situation, interlocutor, and the communicative demands of the context. She also addresses the question of whether or not the language mixing of infant bilingualism is conceptually different from the codeswitching of older bilinguals, thus helping to bridge the gap between these two fields of study.

"Although standardly recognized by linguists of many diverse theoretical persuasions, finiteness continues to figure among [...] the most poorly understood concepts of linguistic theory”. This was eloquently stated by Ledgeway (2000, 2007) and remains true even today. The present volume thus aims to shed some much needed light on this area of linguistic theorizing, with eleven chapters approaching finiteness phenomena from the fields of syntax, semantics, language acquisition, and Creole studies, and providing data from a range of different languages. Traditionally, approaches to finiteness within the Principles and Parameters framework have seen as their main aim to understand the relation between the morphological exponents of finiteness and the syntactic operations seemingly depending on these exponents. The papers in this volume mostly take their point of departure from this more traditional view on finiteness, before elaborating on, modifying and diverging from this tradition in novel and interesting ways.

The contributions in Moribund Germanic Heritage Languages in North America advance the ever-expanding research program in formal and theoretical treatments of heritage language grammars through in-depth empirical investigations. The core focus on moribund varieties of heritage Germanic languages extends beyond the exploration of the individual heritage language grammars and contributes to larger discussions in the field of Germanic linguistics.

The Open Access version of this book, available at https://www.taylorfrancis.com/books/e/9781351049139, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. This volume offers an exhaustive look at the latest research on metacognition in language learning and teaching. While other works have explored certain notions of metacognition in language learning and teaching, this book, divided into theoretical and empirical chapters, looks at metacognition from a variety of perspectives, including metalinguistic and multilingual awareness, and language learning and teaching in L2 and L3 settings, and explores a range of studies from around the world. This allows the volume to highlight a diverse set of methodological approaches, including blogging, screen recording software, automatic translation programs, language corpora, classroom interventions, and interviews, and subsequently, to demonstrate the value of metacognition research and how insights from such findings can contribute to a greater understanding of language learning and language teaching processes more generally. This innovative collection is an essential resource for students and scholars in language teaching pedagogy, and applied linguistics.

This book is the first comprehensive survey of mood in the languages of Europe. It gives readers access to a collection of data on mood. Each article presents the mood system of a specific European language in a way that readers not familiar with this language are able to understand and to interpret the data. The articles contain information on the morphology and semantics of the mood system, the possible combinations of tense and mood morphology, and the possible uses of the non-indica-tive mood(s). The papers address the explanation of mood from an empirical and descriptive perspective. This book is of interest to scholars of mood and modality, language contact, and areal linguistics and typology.

Inspired by Frank Palmer's work, this book addresses a set of specific topics pertaining to the description of modality in English and places them in a broader context. A number of more general theoretical and typological matters are also raised, which bear upon the theory of syntax, semantics and pragmatics and their interfaces. The methodology adopted is mostly functional-typological, though some reference is made to various theoretical frameworks, ranging from cognitive linguistics to parametric variation. Modal meanings are seen to extend beyond particular lexical and grammatical exponents, through sentential semantics and into actual contexts of use. At the same time, the study of modality seems to challenge commonly held views on the relationship between different levels of linguistic analysis. Other languages discussed include Brazilian Portuguese, Classical and Modern Greek and Spanish.