Full Description
A practical introduction to linguistics for speech and language therapy practice
In the newly revised second edition of Introductory Linguistics for Speech and Language Clinicians and Practitioners, a team of distinguished speech researchers and clinicians deliver a practical introduction to linguistics. As a highly focused text designed to teach those aspects of linguistics that are most important in clinical practice, the book covers key concepts in morphology, syntax, semantics, discourse, and pragmatics.
Each chapter demonstrates its relevance to practising speech language therapists and offers an integrated approach that incorporates relevant clinical resources. These include hands-on exercises that test the reader's understanding of foundational principles and assist in the application of this knowledge to other areas of study and practice.
Readers will also find:
A thorough introduction to linguistic concepts that speech and language therapists rely on every day
A "sandwich approach" to bridging theory and practice, involving the combination of clinical case examples with clear explanations of theory and concluding with a discussion of clinical relevance
Reinforcement exercises that help consolidate key terms, concepts, and theories
Perfect for pre-registration speech and language sciences students and newly qualified practitioners, Introductory Linguistics for Speech and Language Clinicians and Practitioners will also benefit experienced speech and language therapists seeking a refresher on important concepts, and students of linguistic theory.
Contents
Preface xiii
Part 1 Fundamental Concepts
1 You Say Tom- mah- dah and I say To- may- dah 3
1.1 Clinical Orientation 3
1.2 Linguistic Prescriptivism 5
1.3 Hypercorrection 7
1.4 Origins of Linguistic Prescriptivism 8
1.5 The Ongoing Battle with Prescriptivism 9
1.6 So What Makes A Sentence 'Grammatical'? 11
1.7 So What Do We Mean by Having A Language Impairment? 12
1.8 Clinical Application 14
1.8.1 Cultural Awareness 14
1.8.2 Some Take- Home Messages 15
1.9 Concept Checking 16
2 Word Classes 17
2.1 Clinical Orientation 17
2.1.1 Optional and Obligatory Words 17
2.2 The Building Blocks of Language 18
2.3 Defining Words 18
2.3.1 Towards a Definition of Wordhood 18
2.3.2 A Word Is a Unit of Meaning 19
2.3.3 Words Are Small but Independent 21
2.3.4 It Gets Messy 22
2.4 Word Classes 23
2.4.1 How Do We Define Word Classes? 23
2.4.2 The Content Versus Function Word Distinction 24
2.5 Learning the Word Classes 25
2.5.1 Part 1 - A Tabular Approach 25
2.5.2 Part 2 - A Phrase- Based Approach 28
2.5.3 Learning Word Classes from Their Names 29
2.5.4 Learning Word Classes Via Metaphors 30
2.6 Clinical Applications 30
2.7 Concept Checking 31
3 Morphemes 32
3.1 Clinical Orientation 32
3.2 Definitions 33
3.2.1 The Distinction Between a Word and a Morpheme 33
3.2.2 A Typology of Morphemes 33
3.3 Morphosyntactic Difficulties and Language Impairments 36
3.4 The Multiple Vulnerability of Morphosyntax 37
3.4.1 Phonetic Vulnerability 37
3.4.2 Syntactic Vulnerability 37
3.4.3 Semantic Vulnerability 38
3.4.4 Putting it All Together 38
3.5 What About Derivational Morphology? 39
3.6 Clinical Applications 40
3.6.1 How Did You Do? 40
3.7 Concept Checking 42
4 Phrases 43
4.1 Clinical Orientation 43
4.2 The Movement Test for Phrases 44
4.2.1 Giving Names to Phrases 45
4.3 Other Tests for Phrasehood 46
4.3.1 The Replacement Test 46
4.3.2 The Question/Answer Test 46
4.3.3 The Coordination Test 47
4.4 Clinical Implications 48
4.4.1 Developmental Stages 48
4.4.2 Types of Phrasal Elaboration 48
4.5 Concept Checking 49
5 Syntactic Functions 50
5.1 Clinical Orientation 50
5.2 A Linguistic Puzzle 50
5.3 What Are Syntactic Functions? 51
5.4 Exploring Subjects 53
5.4.1 They Are Obligatory 53
5.4.2 Subjects Must Agree 54
5.4.3 A Subject Pronoun Must Have a Special Form 55
5.5 Objects 57
5.6 Post- Verbal Functions 57
5.6.1 The Role of the Verb 57
5.6.2 Types of Object 58
5.6.3 Subject and Object Complements 60
5.6.4 Optional Functions - Adverbials and Post- Modifiers 61
5.7 Clinical Implications 62
5.7.1 Identifying Errors Task 62
5.7.2 Possible Therapy Methods 63
5.8 Concept Checking 65
6 Tense and Aspect 66
6.1 Clinical Orientation 66
6.1.1 The Magic of Time Travel 66
6.1.2 The Truth- Conditional Role of Tense 66
6.1.3 The Conundrum of the Future 68
6.2 Aspect 69
6.2.1 Lexical Aspect 69
6.2.2 Grammatical Aspect 70
6.2.3 Combining Tense and Grammatical Aspect 73
6.3 The Various Forms of the Verb 74
6.4 The Formal Challenge of Tense and Grammatical Aspect 76
6.5 The Role of Tense in Forming Negatives and Questions 77
6.6 Clinical Implications 80
6.6.1 Answer to Jo- Wang Lin Quote 80
6.6.2 Assessing Tense Marking 81
6.6.3 Intervention Methods 81
6.7 Concept Checking 81
Part 2 Language Above the Sentence
7 Cohesion and Coherence - Ways to Navigate the Linguistic Stream 85
7.1 Clinical Orientation 85
7.2 The Stream of Words: An Introduction to "Discourse" 85
7.3 Cohesion and Coherence 86
7.4 Exploring Cohesion 87
7.4.1 Anaphora 87
7.4.2 Ellipsis 89
7.4.3 Cohesion Between Clauses/Sentences 89
7.5 Coherence 90
7.6 Getting the Balance Right 91
7.7 Clinical Implications 91
7.8 Concept Checking 92
8 Complex Sentences Part 1: Complex Sentences with a Discourse Function 93
8.1 Clinical Orientation 93
8.1.1 Analysing the Structure of Complex Sentences 93
8.1.2 Why Do We Use Complex Sentences? 95
8.2 Subordinate Clauses and How to Categorise Them 96
8.3 Adverbial Clauses 96
8.3.1 Conjunctions 98
8.4 Relative Clauses 100
8.4.1 What Is a Relative Clause? 100
8.4.2 The Adaptability of Relative Clauses 102
8.4.3 Relative Clauses in Research 103
8.4.4 Drilling Down into the Processing of Relative Clauses 105
8.5 The "Dastardly" Passive 105
8.5.1 Formation of the Passive 105
8.5.2 Debates About the Acceptability of the Passive 106
8.5.3 Passives in the Study of Language Impairments 107
8.6 Back to Discourse 107
8.7 Clinical Implications 108
8.7.1 Recap on Children's Descriptions of Sporting Activities 108
8.7.2 Intervention Approaches 108
8.7.3 Possible Activities to Support Complex Sentences 108
8.8 Concept Checking 109
9 Complex Sentences 2 - Thinking Saying and Feeling 110
9.1 Clinical Orientation 110
9.2 Recap on Adverbial Clauses and Relative Clauses 110
9.3 Introducing Subordinate Clauses in Direct Object Position 111
9.3.1 Clauses in Subject Position 111
9.4 Clauses in Subject Complement and Object Complement Position 112
9.5 Subordinate Clauses After Nouns and Adjectives 113
9.6 Words Which Introduce Subordinate Clauses 114
9.7 A Deep Dive into the Cognitive Underpinnings of Subordination 114
9.7.1 More About the Meaning of Subordinate Clauses 114
9.7.2 Subordination in Autism False Belief Tasks and "Theory of Mind" 115
9.7.3 Evaluation 116
9.8 Clinical Implications 117
9.8.1 Practical Applications in Speech and Language Therapy 117
9.8.2 General Conclusion 118
9.9 Concept Checking 119
Part 3 Language and Meaning
10 Word Meanings 123
10.1 Clinical Orientation 123
10.2 Hard and Soft Problems 123
10.3 The Hard Problem of Word Meanings 123
10.4 Words as Windows 126
10.5 A Mixed Ecosystem 127
10.6 Structure in the Lexicon 127
10.6.1 Neighbourhood Structure 127
10.6.2 Semantic Neighbourhoods Based on Similar Meanings 129
10.6.3 Same Versus Opposite Meaning Relationships 131
10.6.4 Words Which Share Meanings: Homonyms and Polysemes 132
10.6.5 Polysemy as a General Linguistic Phenomenon 136
10.6.6 Homophones and Homographs 138
10.6.7 Why the Term Homonym Often Causes Confusion? 138
10.7 Clinical Implications 139
10.7.1 Clinical Challenges: Navigating Word Meanings and Hierarchies - Answer 139
10.7.2 Discussion Point: Tests of Vocabulary 140
10.7.3 Breadth or Depth? 141
10.8 Concept Checking 142
11 Argument Structure: Painting Pictures with Words 143
11.1 Clinical Orientation 143
11.2 Introduction 143
11.3 Propositions 143
11.4 Argument Structure 145
11.5 Valence (Valency) 147
11.5.1 Thematic Roles 148
11.5.2 But Why So Many Levels? 149
11.5.3 It Gets Messy 150
11.5.4 Working Our Way Through the Mess 152
11.6 Clinical Implications 153
11.6.1 Revisiting Patient BM 153
11.6.2 Intervention Paradigms for Argument Structure 153
11.7 Concept Checking 154
Part 4 Language in Context
12 Introduction to Pragmatics 157
12.1 The Wonderful World of Pragmatics 157
12.1.1 The 93% Myth and Why it Persists 157
12.1.2 The Code View of Communication and its Limitations 157
12.2 The Role of Inference 158
12.3 The Role of Intention 159
12.4 linguistic Versus Social Pragmatics 160
13 Linguistic Pragmatics 161
13.1 Clinical Orientation 161
13.2 The Scope of Linguistic Pragmatics 161
13.3 Speech Act Theory 162
13.3.1 Performative Verbs and the Three- Level Hierarchy 162
13.3.2 Felicity Conditions - How We Identify Speech Acts 164
13.3.3 When Form Does Not Match Function: Indirect Speech Acts 164
13.4 Grice's Conversational Maxims 167
13.4.1 Flouting the Cooperative Principle and Implicatures 167
13.4.2 Conversational Versus Conventional Implicatures 168
13.4.3 Conversational Implicatures and Grice's Conversational Maxims 169
13.5 Relevance Theory 171
13.5.1 How Implicatures Are Derived in Relevance Theory 171
13.5.2 The Cognitive and Communicative Principles of Relevance 172
13.5.3 Implicatures and Explicatures 173
13.5.4 Putting it All Together 174
13.6 Afterword: The Fascinating Phenomenon of Metaphor 175
13.6.1 A Basic Example of Metaphor 175
13.6.2 The Difficulties of Distinguishing Between "Genuine" Metaphor and Idiomatic Language 176
13.6.3 The Subtle and Pervasive Nature of Metaphor 177
13.6.4 Individual Variation in the Ability to Express and Interpret Metaphor 177
13.7 Clinical Implications 177
13.7.1 Assessing Pragmatics 177
13.7.2 A Meta- Linguistic Approach? 178
13.8 Concept Checking 179
14 Social Pragmatics 180
14.1 Clinical Orientation 180
14.2 Conversational Skills/Discourse Functions 181
14.2.1 Conversations and Their Relevance to SLTS 181
14.3 Conversation Analysis (CA) 182
14.3.1 Why Conversation Analysis? 182
14.4 Conversational Features of Interest 183
14.4.1 Initiation 183
14.4.2 Repair 183
14.4.3 Turn- Taking 184
14.4.4 Adjacency Pairs (Organising Actions into Sequences) 184
14.4.5 Topic Management 185
14.4.6 Back- Channelling 186
14.5 Clinical Implications 186
14.5.1 Why It Is Important to Understand Social Pragmatic Challenges 186
14.5.2 Clinical Applications 187
14.5.3 Clinical Cases 188
14.6 Concept Checking 189
Part 5 Language Processing
15 To Theorise or Not to Theorise: That Is the Question 193
15.1 The Role of Linguistic Theory in Shaping SLT Practice 193
15.2 The Procedural- Declarative Model 193
15.2.1 The Past Tense Revisited 193
15.2.2 How this Relates to Memory 195
15.2.3 The Procedural- Declarative Model and the Development of the Passive 197
15.2.4 The Procedural- Declarative Model and Sentence Comprehension 198
15.2.5 The Procedural- Declarative Model as a Means of Understanding Linguistic Theory 199
15.2.6 Implications for Language Impairments 200
15.2.7 Implications of the Procedural- Declarative Account for Therapy 201
15.3 Conclusions 202
15.4 Concept Checking 203
16 Appendix 204
16.1 Answers to Concept Checking Questions and Test Yourself 204
16.1.1 Chapter 1 You Say Tom- mah- dah and I say To- may- dah 204
16.1.2 Chapter 2 - Word Classes 205
16.1.3 Chapter 3 - Morphemes 206
16.1.4 Chapter 4 - Phrases 206
16.1.5 Chapter 5 - Syntactic Functions 207
16.1.6 Chapter 6 - Tense and Aspect 208
16.1.7 Chapter 7 - Cohesion and Coherence 209
16.1.8 Chapter 8 - Complex Sentences Part 1: Complex Sentences with a Discourse Function 209
16.1.9 Chapter 9 - Complex Sentences 2: Thinking Saying Feeling 210
16.1.10 Chapter 10 - Word Meanings 211
16.1.11 Chapter 11 - Argument Structure: Painting Pictures with Words 212
16.1.12 Chapter 13 - Linguistic Pragmatics 212
16.1.13 Chapter 14 - Social Pragmatics 214
16.1.14 Chapter 15 - To Theorise or Not to Theorise: That Is the Question 214
Index 215
