The origins of sound change is one of the oldest and most challenging questions in the study of language. The goal of this volume is to examine current approaches to sound change from a variety of theoretical and methodological perspectives, including articulatory variation and modeling, speech perception mechanisms and neurobiological processes, geographical and social variation, and diachronic phonology. This diversity of perspectives contributes to a fruitful cross-fertilization across disciplines and represents an attempt to formulate converging ideas on the factors that lead to sound change. This book is addressed to scholars in historical linguistics, linguistic typology, and phonology as well as to researchers in speech production and perception, cognition and modeling. Given the theoretical and methodological interest of the contributions as well as the novel instrumental techniques applied to the study of sound change, this volume will interest professionals teaching language typology, laboratory phonology, sound change, phonetics and phonological theory at the graduate level.

Research into the relationship between conversation analysis (CA) and different areas of applied linguistics is increasing rapidly. The aim of this volume is to show how conversation analysis can make a significant contribution to the teaching of spoken language for specific purposes (LSP) and to provide a firm foundation for future research and practice in this area. The first-ever collection in this area, the volume provides a theoretical and methodological framework for applying CA to LSP, as well as a series of illustrations of practical applications of CA in specific domains including interpreting, journalism, service encounters, academic discourse and the language classroom. The chapters in this collection are all written by CA practitioners with experience in the teaching of language for specific purposes and will appeal to researchers and students in applied linguistics and the social sciences, particularly those working in LSP teaching and teacher training.

Reprint of the original, first published in 1874.

The core use of language is in face-to-face conversation. This is characterized by rapid turn-taking. This turn-taking poses a number central puzzles for the psychology of language. Consider, for example, that in large corpora the gap between turns is on the order of 100 to 300 ms, but the latencies involved in language production require minimally between 600 ms (for a single word) or 1500 ms (for as simple sentence). This implies that participants in conversation are predicting the ends of the incoming turn and preparing in advance. But how is this done? What aspects of this prediction are done when? What happens when the prediction is wrong? What stops participants coming in too early? If the system is running on prediction, why is there consistently a mode of 100 to 300 ms in response time? The timing puzzle raises further puzzles: it seems that comprehension must run parallel with the preparation for production, but it has been presumed that there are strict cognitive limitations on more than one central process running at a time. How is this bottleneck overcome? Far from being 'easy' as some psychologists have suggested, conversation may be one of the most demanding cognitive tasks in our everyday lives. Further questions naturally arise: how do children learn to master this demanding task, and what is the developmental trajectory in this domain? Research shows that aspects of turn-taking, such as its timing, are remarkably stable across languages and cultures, but the word order of languages varies enormously. How then does prediction of the incoming turn work when the verb (often the informational nugget in a clause) is at the end? Conversely, how can production work fast enough in languages that have the verb at the beginning, thereby requiring early planning of the whole clause? What happens when one changes modality, as in sign languages – with the loss of channel constraints is turn-taking much freer? And what about face-to-face communication amongst hearing individuals – do gestures, gaze, and other body behaviors facilitate turn-taking? One can also ask the phylogenetic question: how did such a system evolve? There seem to be parallels (analogies) in duetting bird species, and in a variety of monkey species, but there is little evidence of anything like this among the great apes. All this constitutes a neglected set of problems at the heart of the psychology of language and of the language sciences. This Research Topic contributes to advancing our understanding of these problems by summarizing recent work from psycholinguists, developmental psychologists, students of dialog and conversation analysis, linguists, phoneticians, and comparative ethologists.

What does the gift giver say about the gift He gave? This book will help you overcome the arguments, fears, and anxieties related to this gift. FEATURES AND BENEFITS Shares the author’s personal testimony and spiritual journey with speaking in tongues Examines the history of this gift in the church for the past two thousand years Interacts with those who have denied that this gift is valid for today’s church Speaks to the relationship between Spirit baptism, Spirit filling, and the gift of tongues Few other issues have separated the church more than the issue of tongues. Sam Storms focuses on this controversial subject with his signature insights to theology and the gifts of the spirit. What does the gift giver say about the gift He gave? Storms seeks to bring balance to this subject in The Language of Heaven as he wrestles with this sensitive issue experientially as well as theologically. He ultimately provides a platform to allow God to speak for Himself as he addresses every text of Scripture on the subject and engages with every theological issue that speaking in tongues provokes. As a pastor, Storms knows the questions that the typical churchgoer is asking and provides clear and accessible answers to them all, including: Is the gift of tongues for every Christian or only some? How does the gift of tongues operate in the life of the believer individually in private practice? How does the gift of tongues operate in the corporate assembly of God’s church? How is the Christian edified and strengthened by praying in tongues? How do I pray for the gift and prepare my heart to receive it? You can overcome the arguments, fears, and anxieties related to this spiritual gift. Remember, God gives only good gifts, and it is His intention that His church utilize all that He has provided so that we might experience all that He is.