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New PDF release: A thematic guide to optimality theory

By John J. McCarthy

ISBN-10: 0521791944

ISBN-13: 9780521791946

This publication describes Optimality conception from the pinnacle down, explaining and exploring the imperative premises of OT and the implications that keep on with from them. Examples are drawn from phonology, morphology, and syntax, however the emphasis all through is at the idea instead of the examples, on realizing what's distinct approximately OT and on equipping readers to use it, expand it, and critique it of their personal components of curiosity. The book's assurance extends to paintings on first- and second-language acquisition, phonetics and practical phonology, computational linguistics, historic linguistics, and sociolinguistics. Chapters finish with huge feedback for additional interpreting, categorized through subject, and are supplemented by means of an important bibliography (over 800 items).

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Extra info for A thematic guide to optimality theory

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2 Give Table 2 shows the words associated with give, the tenth most frequent lexical verb in the BNC. g. give rise, give way, give opportunities). But above all, give seems to be associated most frequently with ‘communication nouns’. The British give information, evidence, advice, details, notice, ideas, indication, account, answers, help, pleasure, reasons, examples, permission, warning, address, ring, and orders. When we turn from collocations as defined by frequency of occurrence, in Table 2a, to collocations as defined by the strength of the bond between give and its collocates in Table 2b, it can be seen that many of the collocates also have something to do with communication.

However, it is what the British (as revealed by the BNC) stop doing that is particularly interesting. Table 6b shows that there is a strong tendency to stop doing unpleasant, irritating, negative, or frustrating things. g. whingeing, fussing, fooling, mucking about, fretting, crying, whining, worrying, pacing, chattering, smoking, moaning, messing about, interrupting, giggling, bleeding, biting, frowning, banging, blaming, scratching, coughing, teasing, leaking, wasting, shaking, interfering, beating, speeding, slipping, stealing, hitting, hurting, dumping, arguing, shouting, kicking, escaping, struggling, trembling, fighting, staring, complaining.

Distributional information from a corpus is not necessarily a reliable guide for inclusion in a language learner’s curriculum, especially if native speaker norms are used. A learner-directed phraseology curriculum could be ideal, however, if it could relate the items to be learned to what the learner might be motivated to say or write (see Wray & Fitzpatrick, this volume). With regard to methodology, it has been suggested by some enthusiastic protagonists that data-driven learning of phraseology based on the analysis of corpora by learners themselves could encourage learner autonomy, in some way suggesting that language learners could be made to be like aspiring descriptive linguists, discovering the facts about a language, and that the interactional driver of communicative language teaching could be by-passed, with the teacher’s job reduced to being a facilitator.

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A thematic guide to optimality theory by John J. McCarthy

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