From the end of the Enlightenment to the middle of the twentieth century philosophy took fascinating and controversial paths whose relevance to contemporary post-modernist thought is becoming increasingly clear. This volume traces the English-language side of the period, while also taking into account those continental thinkers who deeply influenced twentieth-century English-language philosophy. The story begins with Reid, Coleridge, and Bentham - who set the agenda for much that followed - and continues with a portrait of the (...) nineteenth century's greatest British philosopher, John Stuart Mill. It then surveys the cross-currents of thought at the end of the century, including American pragmatism, a movement never more influential than now. Finally, it assesses two phases of what John Skorupski calls `analytic modernism' - the revolution against the idealism of Moore and Russell, and the Viennese sequel whose project was to show that philosophy consists of pseudo-problems. (shrink)

How can English language teachers contribute to peace locally and globally? English language teachers and learners are located in the global civil society – an international network of civil organizations and NGOs related to human rights, the environment, and sustainable peace. English, with its special role as an international language, is a major tool for communication within this network. On the local level, many teachers are interested in promoting reconciliation and sustainable peace, but often (...) do not know how to do so. This book provides information, analysis, and techniques to help teachers around the world take action toward this goal. Balancing, in a readable and accessible way, the global and the local, core and periphery, cultural diffusion and resistance, theory and practice, pessimism and optimism, outsider and insider perspectives, the expert role and the apprentice role, and prescriptive and elicitive methods, it offers an alternative to literature about critical applied linguistics, globalization, and peace education that is simply too complex and wordy to spread easily from theoretician to the classroom teacher. _The English Teacher in Global Civil Society_: synthesizes threads from many fields and topics into a coherent and empowering argument for the activist role English language teachers can take to promote social change draws on humanistic education, peace education, cross-cultural understanding, problem-posing, cooperative learning, and critical thinking methodologies to help English language teachers learn how to teach conflict resolution skills in their classrooms covers issues in critical applied linguistics, approaches and methodologies in ESL/EFL, global and local curricular issues, and specific skill areas such reading, writing, and speaking suggests a new goal for English language teachers: global citizenship. This engaging, informative, provocative, and highly readable book is a welcome resource for English language teacher trainers, pre-service teachers, practicing classroom teachers, and Peace Corps workers around the world. (shrink)

The spread of English is so much an integral part of globalization that it has become an essential global literacy skill. In Asia, this poses immense challenges to governments and English language teaching and teacher education professions as they attempt to meet this demand from students for a high level of English proficiency. This volume examines English language education policies across ten Asian jurisdictions, the corresponding teacher education policies, and how these policies affect teachers (...) and teacher educators. Each chapter covers a different jurisdiction, and is written by a scholar engaged in the implementation of government policies on English language and teacher education, providing the reader with insiders' perspectives. It gives a fascinating glimpse into the remarkable similarities in the challenges posed to these countries and the critical issues that have emerged from the local responses despite their markedly different socioeconomic, political, cultural and historical backgrounds. (shrink)

This study problematizes English language teaching departments in Turkey that have ignored the importance of radical pedagogy, the history of British colonialism and neoliberalism in the curriculum because Orientalist, Occidentalist and neoliberal discourses have led to the exclusion of critical discourses in ELT in Turkey. Therefore, the possible reasons for the absence of some curricular topics present a complicated structural problem. Exclusionary practices of ELT departments can be ascribed to Turkey’s political regimes that have reinforced both nation-state ideology (...) and Anglo-American neoliberal policies. The English language has also been reified as a gateway to westernization and globalization under the feeling of urgency and fear of falling behind. Therefore, the spread of English has been allowed in almost all spheres of life even if neglecting local, national and international languages has violated linguistic human rights. This paper proposes that the dominance of English can be deconstructed by including radical pedagogy and the history of British colonialism and neoliberalism into the curriculum and by prioritizing linguistic human rights to allow more space for the survival of other languages. (shrink)

We have evolved to become who we are, at least in part, due to our general drive to create new things and ideas. When seeking to improve our creations, ideas, or situations, we systematically overlook opportunities to perform subtractive changes. For example, when tasked with giving feedback on an academic paper, reviewers will tend to suggest additional explanations and analyses rather than delete existing ones. Here, we show that this addition bias is systematically reflected in English language statistics (...) along several distinct dimensions. First, we show that words associated with an increase in quantity or number (e.g., add, addition, more, most) are more frequent than words associated with a decrease in quantity or number (e.g., subtract, subtraction, less, least). Second, we show that in binomial expressions, addition-related words are mentioned first, that is, add and subtract rather than subtract and add. Third, we show that the distributional semantics of verbs of change, such as to improve and to transform, overlap more with the distributional semantics of add/increase than subtract/decrease, which suggests that change verbs are implicitly biased toward addition. Fourth, addition-related words have more positive connotations than subtraction-related words. Fifth, we demonstrate that state-of-the-art large language models, such as the Generative Pre-trained Transformer (GPT-3), are also biased toward addition. We discuss the implications of our results for research on cognitive biases and decision-making. (shrink)

In What We Say, Who We Are, Parker English explores the commonality between Leopold Senghor's concept of "negritude" and Zora Neale Hurston's view of "Negro expression." For English, these two concepts emphasize that a person's view of herself is above all dictated by the way in which she talks about herself. Focusing on "performism," English discusses the presentational/representational and externalistic/internalistic facets of this concept and how they relate to the ideas of Senghor and Hurston.

The need for academics to get their work published can be fraught with problems, especially if they have to publish in the English language and within western culture, both of which may be unfamiliar to them. Before considering a submission, authors need to satisfy the rigors of their studies: suitability of the subject matter for a particular journal; concepts, literature and instruments; and if the English is adequate. These are issues of responsibility of authors to readers and, (...) on the part of editors and reviewers, to authors and through them to students and readers of the submitted texts. This short article elaborates on these themes by detailing specific items of importance. (shrink)

This study aimed to investigate the challenges refugee children face in learning the English language from teachers’ perspectives and the challenges of refugees’ English language teachers in Jordan. To achieve this aim, a quantitative approach was implemented using a questionnaire. The findings from this study suggest that refugee teachers’ acknowledge that they face challenges teaching refugees in terms of cultural competency, preparation, self-efficacy, and practices they implement, and refugee children face linguistic and psychological challenges in learning (...) English. This study attempted to find out the relationship between teachers’ preparation and their cultural competency, self-efficacy, and practices they implement and then the relationship between refugees’ psychological needs and linguistic challenges, respectively, and teachers’ self-efficacy, cultural competency, and practices. Results revealed several significant relationships between challenges and presented them in a model. (shrink)

The ever-increasing dominance of English within analytic philosophy is an aspect of linguistic globalisation. To assess it, I first address fundamental issues in the philosophy of language. Steering a middle course between linguistic universalism and linguistic relativism, I deny that some languages might be philosophically superior to others, notably by capturing the essential categories of reality. On this background I next consider both the pros and cons of the Anglicisation of philosophy. I shall defend the value of (...) class='Hi'>English as a lingua franca, while denying both the feasibility and the desirability of English as the sole universal language of philosophy. Finally I turn to the linguistic inequality in contemporary analytic philosophy. While it does not per se amount to an injustice, there is a need to level the playing field. But the remedy does not lie in linguistic academic sectarianism. Instead, what might be called for are piecemeal measures to reduce explicit and implicit biases against analytic philosophers on the geographic fringes, biases that are only partly connected to the predominance of English. (shrink)

This paper analyses the national key stage 2 test results for 2300 11?year?old pupils in an inner London LEA. A range of concurrent pupil background data was also collected, including whether pupils spoke English as an additional language (EAL), and if so, their stage of fluency in English. EAL pupils at the early stages (1?3) of developing fluency had significantly lower KS2 test scores in all subjects than their monolingual peers. However, EAL pupils who were fully fluent (...) in English achieved significantly higher scores in all KS2 tests than their monolingual peers. The negative association with attainment for the early stages of fluency remained significant after controls for a range of other pupil characteristics, including age, gender, free school meal entitlement, stage of special educational need and ethnic group, although these factors effectively explained the higher attainment of the ?fully fluent? group. We conclude that EAL is not itself a good guide to levels of attainment, and a measure of stage of English fluency is necessary to interpret associations with test performance. Alternative measures which focus only on the very early stages of English proficiency, such as the QCA ?language in common? steps, are inadequate to assess the impact of bilingualism for all but the very earliest learners of English. Given the uneven distribution of EAL pupils across the country, those schools and local education authorities with high concentrations of pupils in the early stages of learning English are likely to be adversely affected in school achievement and attainment tables. The policy implications for national data collection and for the use of such data are considered. (shrink)

Publication date: 2 May 2019 Source: Author: Oleg Tarnopolsky The article discusses an innovative course taught to students majoring in English at Ukrainian universities. The course called “Specific Features of the English Language and English-Speaking Nations’ Cultures in the Context of International Communication” was designed to eliminate the lack of a number of issues that must be included in the curriculum of English language and culture studies to be learned by such students but which (...) are ordinarily not included there because each of them cannot make the subject matter of a separate university course and does not fit into the traditionally taught courses. The issues in question embrace: the specific role of English among other languages of international communication; World Englishes, International English and English as a lingua franca and how to choose the variety of English to be taught as a foreign language; the specifics of business negotiations in English in intercultural contexts, business presentations in English, and business telephoning in English in such contexts; communicative behavioral etiquette in intercultural communication in English; lifestyle communicative behavioral patterns of the English-speaking nations. The paper shows how teaching these issues enriches and improves the English language and culture education of English major students expanding that education and relevant practical training to fit much better the international and intercultural contexts of communication in English. (shrink)

From the end of the Enlightenment to the middle of the twentieth century philosophy took fascinating and controversial paths whose relevance to contemporary post-modernist thought is becoming increasingly clear. This volume traces the English-language side of the period, while also taking into account those continental thinkers who deeply influenced twentieth-century English-language philosophy. The story begins with Reid, Coleridge, and Bentham - who set the agenda for much that followed - and continues with a portrait of the (...) nineteenth century's greatest British philosopher, John Stuart Mill. It then surveys the cross-currents of thought at the end of the century, including American pragmatism, a movement never more influential than now. Finally, it assesses two phases of what John Skorupski calls `analytic modernism' - the revolution against the idealism of Moore and Russell, and the Viennese sequel whose project was to show that philosophy consists of pseudo-problems. (shrink)

The article elaborates on an interactive approach to language learning applied in an online EFL classroom. It presents a new insight into implementing interactive methods to develop students’ communicative competence. In conditions of world integration, the formation of communicative and life skills is indispensable. Eventually, such an approach to English language learning in distance mode is the most accessible way for teacher-learner interaction to acquire general linguistic expertise and upgrade specific language skills. The study results show (...) that an interactive approach facilitates live communication in online EFL settings, enhances learners’ motivation and autonomy, and fosters quick decision-making reactions. Modern computer technologies offer boundless opportunities for interactive methods application in the online foreign language learning context. A skillful instructor is called to masterly plan computer-mediated classroom activities, creating space to realize each student’s cognitive and communicative potential fully. Students learn to debate, substantiate their viewpoints, brainstorm ideas, do projects, work individually or collaborate in comfortable learning settings. (shrink)

Moore, Gerard Review of: Lost in translation: The English language and the catholic mass, by Gerald O'Collins, with John Wilkins, pp. 122, paperback, $29.95.

This study investigated Chinese university students’ technology-assisted self-regulated learning strategies and whether the technology-based SRL strategies mediated the associations between English language self-efficacy, English enjoyment, and learning outcomes. Data were collected from 525 undergraduate students in mainland China through three self-report questionnaires and the performance on an English language proficiency test. While students reported an overall moderate level of SRL strategies, they reported a high level of technology-based vocabulary learning strategies. A statistically significant positive relationship (...) was noted between the use of technology-based SRL strategies and students’ English learning outcomes. English language self-efficacy and English language enjoyment were both related to technology-based SRL strategies. Furthermore, SRL strategies fully mediated the relationship between English enjoyment and English learning outcomes, but the association between English enjoyment and SRL strategies was only partially mediated by English language self-efficacy. Pedagogically, findings of this study suggest that training and instruction aimed at promotion of modern educational technology among students need to give attention to developing their strategic awareness of motivation regulation in optimizing effectiveness of their technology use in learning the target language. (shrink)

Philosophical enquiry stands to benefit from the inclusion of methods from the digital humanities to study language use. Empirical studies using the methods of the digital humanities have the potential to contribute to both conceptual analysis and intuition-based enquiry, two important approaches in contemporary philosophy. Empirical studies using the methods of the digital humanities can also provide valuable metaphilosophical insights into the nature of philosophical methods themselves. The use of methods from the digital humanities in philosophy should be expected (...) to follow a similar trajectory to another attempt to introduce empirical methods in philosophy. Experimental philosophers use empirical methods from the cognitive sciences to bear on philosophical questions. At first, we should expect the main contribution of methods from the digital humanities in philosophy to be at the metaphilosophical level. Then, given the right impetus and support, we are optimistic that methods from the digital humanities can make important and sustained contributions to first-order philosophical enquiry. This chapter gives two case studies of recent studies in which methods from the digital humanities are used to address metaphilosophical questions about the use of the word ‘intuition’ and the methods of philosophy and physics. It gives three examples of contemporary first-order philosophical debates to which methods fromthe digital humanities could make an important contribution in epistemology, metaphysics and philosophy of language. The chapter discusses some methodological challenges and limitations which are of particular importance when considering the application of methods from the digital humanities in philosophy, including concerns about the demographic representativeness of widely available corpora. (shrink)

The outbreak of COVID-19 pandemic has significant social, educational and psychological impacts. While teachers are key agents to promote CT at the curriculum level, little is known about how English language teachers engage with CT in the wake of COVID-19. Drawing on teacher interviews and classroom observations, the study found that the participating teachers navigated the various affordances and constraints of COVID-19 and implemented CT instruction primarily by integrating CT skills in language learning and assessment, emphasizing skepticism, (...) fostering reflection and hope, and legitimating students’ voice in the online environment. It suggests that teachers should be conscious of the affordance and constraints of online teaching and attend to students’ emotions and life experiences at the curriculum time to transform students into critical thinkers who can agentively, responsibly and positively engage with their situated reality. (shrink)

The only extensive study that Leibniz ever made of an English-language book, his New Essays on John Locke’s 1690 Essay Concerning Human Understanding, was based not on the English original, but on a French translation. And his correspondence with English scholars and political figures was invariably written in Latin or French. In consequence the impression is widespread among Anglophone Leibnizians that he did not know English. However, considerable evidence has come to light in recent years (...) that Leibniz did somehow manage to acquire a capacity to handle the language in its written form. (shrink)

This article outlines the leading trends in contemporary English-language historiography of philosophy. It is shown that the anti-historicity, which was characteristic of analytic philosophy in its classical versions was only a moment in its development. A historical turn that began in English-language philosophical world as early as the 1960s, during the first decades of the 21st century has led to a true flourishing of the history of philosophy - both at the conceptual and institutional level. Contemporary (...) English-speaking historians of philosophy pay considerable attention to the methodologically important distinction between real historical process, i.e., facts that took place in the past (history of philosophy), and reflections concerning means, goals, and epistemological foundations for the understanding of these facts (historiography of philosophy). It is also shown that one of the main results of a careful study of history of philosophy is inclusiveness – drawing attention to those pages or aspects of the past that, for some reason, were marginalized or completely forgotten. Factors that were traditionally dismissed as external and unimportant, now acquire the same significance as those that were previously considered as exclusively internal and important. Due to this fact traditional history of philosophy, focused primarily on the study of the most prominent representatives of Western thought, usually men by gender, is replaced by a much broader historically-philosophical canon, which includes a much wider circle of thinkers, representatives of different cultures and types of philosophizing. (shrink)

This paper explores how English language has gradually become a linguistic form of cultural capital in China’s zigzag journey to modernization. It situates English’s status in flux in historical context, with an analysis at both the international and intra-national level. It showcases the necessity to embed cultural capital within Bourdieu’s full framework, and evidences the arbitrary nature of this form of cultural capital for its intimate tie to power and politics. By revealing how English has been (...) officially consecrated as a global lingua franca and then socially recognized for material and symbolic benefits, this paper implicitly problematizes the officially validated cultural hierarchy, argues that the value of a cultural capital is context-dependent, politically and socially constructed, inseparable from the field where it is produced. The present-day English manifests its symbolic power in classification and social stratification, entrenching the already entrenched inequality within and without the national state. (shrink)

Entrepreneurship plays an indispensable role in the economic development and poverty reduction of emerging economies like Vietnam. The rapid development of technologies during the Fourth Industrial Revolution (Industry 4.0) has a significant impact on business in every field, especially in the innovation-focused area of entrepreneurship. However, the topic of entrepreneurial activities with technology applications in Vietnam is under-researched. In addition, the body of literature regarding entrepreneurial finance tends to focus on advanced economies, while mostly neglecting the contextual differences in developing (...) nations. Therefore, this research contributes to these topics by investigating the main characteristics of a high potential market for entrepreneurs in Vietnam, which is the English language training market (ELTM). It also aims at indicating the impacts of technology on the entrepreneurial firms within this market, with an emphasis on financing sources. To answer the research questions, this study employs a qualitative analysis and conducts 12 in-depth, semi-structured interviews with entrepreneurs and researchers in the field. The key findings in our study highlight the main contributing factors to the growth of the market, both universally and context-specific for a developing nation like Vietnam. It also lists the leaders in each market segment and the industry’s potential profit margin. The results also show that most entrepreneurs in the ELTM utilized private sources of finance rather than external ones, such as bank loans. It again confirms the idea from previous works that even with the rapid development of the economic and technological landscape, entrepreneurial activities in general barely benefit from additional sources of funding. However, it also points out the distinct characteristics of the ELTM that may influence these financing issues; for example, English training services usually collect revenues from customers before delivering their classes. This is of advantage for entrepreneurs in this area and helps significantly reduce the financial barriers. These findings, which are among the first attempts to contribute to a better understanding of entrepreneurial opportunities in the Industry 4.0 in Vietnam, provide valuable insights for policymakers and entrepreneurs, as well as investors. (shrink)

Teachers always try to give their best to educate all students that have been entrusted to them! Knowing that everybody has the right to learn and be well educated, the Ministry of Education, Science, and Technology after the war took considerable actions in an effort to promote inclusive education in the Kosovo education system. However, teachers are facing different challenges while trying to teach students with mild or moderate specific learning difficulties together with those who don’t have learning difficulties. Understanding (...) specific learning difficulties may not be hard but handling it is a great challenge. So what are specific learning difficulties? This research studies specific areas of inclusive education based on the difficulties students have while learning English Language, how to deal with these difficulties, how can inclusive practices within the school help, what practical teaching approaches can be used, what teaching methods are used or can be used in the inclusive classes in order to come to a conclusion of what can be done more about inclusiveness and understand the importance of inclusive education not only in the centers where the work is done but throughout Kosovo. Remember: Students with specific learning difficulties are just like you and me, they just have a different learning style! (shrink)

This is the sixth volume of the Opus series on the history of western philosophy. It is not intended for the novice but for readers who already have at least some familiarity with philosophical issues. Of necessity, some philosophers who did not write in English are covered; Frege of course is discussed and, more briefly, some of the late nineteenth-century scientist-philosophers like Mach and Poincaré. Because of the pervasive influence of Kant, brief and rather sketchy accounts of the "critical (...) philosophy" are found also, but readers who hope to profit from Skorupski's discussion had best have a prior acquaintance with Kant's work. (shrink)

The ever-increasing dominance of English within analytic philosophy is an aspect of linguistic globalisation. To assess it, I first address fundamental issues in the philosophy of language. Steering a middle course between linguistic universalism and linguistic relativism, I deny that some languages might be philosophically superior to others, notably by capturing the essential categories of reality. On this background I next consider both the pros and cons of the Anglicisation of (analytic) philosophy. I shall defend the value of (...) English as a lingua franca, while denying both the feasibility and the desirability of English as the sole universal language of philosophy. Finally I turn to the linguistic inequality in contemporary analytic philosophy. While it does not per se amount to an injustice, there is a need to level the playing field. But the remedy does not lie in linguistic academic sectarianism. Instead, what might be called for are piecemeal measures to reduce explicit and implicit biases against analytic philosophers on the geographic fringes, biases that are only partly connected to the predominance of English. (shrink)

This study draws on the ecological perspective of teacher agency to examine the manifestation of English teachers' agency toward the ongoing curriculum reform in China and the factors that impact it. This study surveyed 353 high school English teachers and then collected data from three case study participants through in-depth interviews. The findings showed that the majority of teachers surveyed exhibited positive attitudes and beliefs about implementing the reform and inclinations to change, but the teachers also showed a (...) constrained state of agency in practice. Teacher agency developed as the teachers exerted sustained pedagogical change and reflection on reform-based practices. Through the findings, prior experiences and reform-oriented beliefs were found to mediate teachers' agency, and reform-related experiences were more influential than future goals in shaping agency. The factors of perceived school culture that involved teachers' interaction with students, colleague cooperation, and administrative support also medicated teachers' agency in practice. Implications are proposed for policymakers and school leaders to help teachers coordinate inconsistencies between high-stakes examination preparation and holistic education and make positive sense of professional development in the context of educational changes. (shrink)

Wordsmiths and Warriors explores the heritage of English through the places in Britain that shaped it. It unites the warriors, whose invasions transformed the language, with the poets, scholars, reformers, and others who helped create its character. David and Hilary Crystal drove thousands of miles to locations throughout Britain, David providing the descriptions, Hilary the full-colour photographs. Their book reflects the language's history starting with Anglo-Saxon arrivals and ending in London with apps for grammar. In between lie (...) encounters with places associated with Chaucer, Shakespeare, Wordsworth, Wycliffe, Tyndale, Johnson, Murray, and numerous others. Among its many joys are the unexpected discoveries the authors make at every stage of their epic journey. (shrink)

The article deals with the problem of coining terms and nomenclature signs with proper names illustrated by the example of the English language legal terminology. The article begins with the discussion of the problems of intersection of two linguistic areas and differentiation between terms and nomenclature signs. It is observed that linguistic units with proper names possess a cultural specificity in the legal English as compared to the Russian terminological system of law. Linguistic and extra-linguistic factors influencing (...) language units’ formation with the help of proper names in legal English, their structural and semantic specificity are revealed. The latter is considered from the point of view of the two-level semantics of language signs. The authors come to the following conclusions: structural variability of the units under consideration especially strongly manifest in formation of legal nomenclature; systemic linguistic oppositions of terms and nomenclature signs with proper names determine the semantics of these units; the basis of the meaning of a term and a nomenclature sign is a notion, its essential components being included into the definitions; differential semes of the meanings are assigned to the proper name elements of terms; all semes of nomenclature signs with proper names constitute an inseparable whole and are not assigned to any specific elements of these units; the meanings of nomenclature signs with proper names specify those of the terms in the hierarchical structure of the terminological system and in particular legal situations. (shrink)

( http://philpapers.org/profile/112741 )"Let generation know to procure the love, the concept, knowledge and ideas with thoughts they are acquiring on versatile English Language, instead of making themselves to be felt dealing with only burden." -/- I too realize, -/- "Literature is not merely going through a book, It is the moment of definition of per feeling that : I am acquiring through an imagery.".

The present case study explores the contribution of the Teaching Knowledge Test to Saudi Arabia's English Language Teaching development regarding the educational reforms presented by Vision 2030. Drawing on a qualitative research approach, twelve EFL TKT-certified Saudi male teachers participated in semi-structured interviews to establish how TKT certification contributes to teacher professional development, motivation, and teaching competency. The study examined how TKT has led to personal growth, job satisfaction, and matching teaching practices prescribed in national education standards, including (...) the Professional Educational Occupational License Test - PEOLT. The findings from the research indicate that TKT certification undoubtedly influences linguistic and professional competencies on a positive note. As a consequence of TKT training, teachers improve their sense of professional identity and consolidate their teaching methods. Teachers reported increased confidence, motivation, and job satisfaction following self-determination and competence-based theories. In addition, this study shows that TKT and PEOLT are complementary and that both assessment results combine to give a complete framework for assessing English language teachers. Continuous teacher training programs are therefore needed to realize the aims of Vision 2030. This study will provide information on the effectiveness of standardized testing in teacher development within the context of Saudi Arabian educational reforms. (shrink)

Thomas Spence was a native of Newcastle upon Tyne who is best known for his political writings, and more particularly for his radical `Plan' for social reform involving common ownership of the land. One hitherto neglected aspect of Spence's Plan was his proposal to extend the benefits of reading and of `correct' pronunciation to the lower classes by means of a phonetic script of his own devising, first set out and used in Spence's Grand Repository of the English (...) class='Hi'>Language. The Grand Repository was one of many English pronouncing dictionaries produced in the late eighteenth century to satisfy the growing demands for a clear guide to `correct' pronunciation. It differs from its contemporaries firstly in that it was intended primarily for the lower classes, and secondly in that it is the only eighteenth-century pronouncing dictionary of English to use a truly `phonetic' script in the sense of one sound = one symbol. In this fascinating and unique account, Beal pays particular attention to the actual pronunciations advocated by Spence and his contemporaries with a view to reconstructing what was felt to be `correct' pronunciation in eighteenth-century Britain. With broad appeal to linguists and historians alike, this study highlights the importance of pronouncing dictionaries as a resource for the historical phonologist, and provides a valuable addition to the limited body of knowledge on eighteenth-century pronunciation. (shrink)

The bases for the author's semantic theory include a study of the historical development of word meanings, links in developmental processes, and the various explanations of the facts of a language. The book includes discussions of the function of language, the definition of verbal meaning, and the production and comprehension of speech.