Introductory Linguistics for Speech and Language Therapy Practice

Jan McAllister, Senior Lecturer, University of East Anglia, UKJim Miller, Emeritus Professor, University of Edinburgh, UK

• 1 Introduction 11.0 Why do speech and language therapy students need to study linguistics? 11.1 Why do speech and language therapy students need this book? 21.2 Aims of this book, and what this book will not aim to do 31.3 Some preliminaries 41.3.1 Levels of description in language 51.4 How this book is organised 81.5 Exercises 9Exercises using clinical assessments 9Further reading 92 Words and Non-words 102.0 Introduction 102.1 Why do SLTs need this knowledge? 112.2 Learning objectives 122.3 Words, word-forms and lexemes 122.4 Testing word processing and related abilities 142.5 Principles of selection of items in clinical resources 152.6 Words and non-words 22Chapter summary 23Exercises using clinical resources 24Further reading 243 Word Meaning 253.0 Introduction 253.1 Why do SLTs need this knowledge? 263.2 Learning objectives 263.3 Reference and sense 273.4 Lexical semantics 283.4.1 Lexemes, categories and concepts 283.4.2 Decomposition of word meaning 293.4.3 Basic concepts 313.4.4 Semantic fields 323.4.5 Sense relations 343.4.6 Lexical ambiguity 37Chapter summary 38Exercises using clinical resources 39Further reading 404 Sentence Meaning 414.0 Introduction 414.1 Why do SLTs need this knowledge? 414.2 Learning objectives 424.3 Sentence-level meaning 424.3.1 Semantic roles 444.3.2 Reversibility 474.3.3 Contradiction 494.3.4 Syntactic ambiguity 50Chapter summary 51Exercises using clinical resources 51Further reading 525 Parts of Speech 535.0 Introduction 535.1 Why do SLTs need this knowledge? 545.2 Learning objectives 545.3 Identifying parts of speech 555.3.1 Content words and function words 555.3.2 Why is it sometimes difficult to identify parts of speech in English? 555.3.3 Traditional, meaning-based criteria 575.3.4 Form-based criteria 575.3.5 Tests for parts of speech 61Chapter summary 83Exercises using clinical resources 83Further reading 846 Word Structure 856.0 Introduction 856.1 Why do SLTs need this knowledge? 866.2 Learning objectives 866.3 Words and morphemes 876.4 Free and bound forms 896.5 Allomorphs 906.6 Common mechanisms of word formation in English 926.6.1 Compounding 926.6.2 Affixation 946.7 Mean length of utterance in morphemes 104Chapter summary 104Exercises using clinical resources 105Further reading 1067 Sentence Structure 1: Phrases and Clauses 1077.0 Introduction 1077.1 Why do SLTs need this knowledge? 1087.2 Learning objectives 1097.3 Syntax, morphology and the lexicon 1097.4 Phrases 1107.4.1 Criteria for phrases 1117.4.2 Types of phrases 1127.4.3 Heads, modifiers and phrase types 1137.4.4 Phrases: noun phrases 1147.4.5 Phrases: prepositional phrases 1157.4.6 Phrases: adjective phrases 1167.4.7 Phrases: adverb phrases 1167.4.8 Phrases: verb phrases 1177.5 Clauses 1187.5.1 Elements of the clause 1197.5.2 Elements of the clause: verb 1217.5.3 Elements of the clause: subject 1217.5.4 Elements of the clause: object 1237.5.5 Elements of the clause: complement 1277.5.6 Elements of the clause: adverbial 1297.5.7 Phrases and grammatical functions 1317.5.8 Notation for clauses 131Chapter summary 133Exercises using clinical resources 133Further reading 1348 Sentence Structure 2: Constructions and Main Clauses 1358.0 Introduction 1358.1 Why do SLTs need this knowledge? 1368.2 Learning objectives 1378.3 Declarative, interrogative and imperative clauses 1378.3.1 Basic constructions: declarative clauses 1388.3.2 Imperative clauses 1398.3.3 Interrogative clauses: yes–no interrogatives 1408.3.4 Interrogative clauses: wh interrogatives 1418.3.5 Interrogative clauses: tag questions 1418.4 The active, passive and middle constructions 1438.4.1 Active clauses/constructions 1438.4.2 Passive clauses/constructions 1448.4.3 Middle clauses/constructions 1458.5 Negation 147Chapter summary 151Exercises using clinical resources 152Further reading 1529 Sentence Structure 3: Subordinate Clauses and Sentences 1539.0 Introduction 1539.1 Why do SLTs need this knowledge? 1539.2 Learning objectives 1549.3 Main and subordinate clauses 1549.4 Recognising different types of subordinate clause 1559.4.1 Relative clauses 1559.4.2 Adverbial clauses 1569.4.3 Complement clauses 1579.5 Clauses that modify nouns 1599.6 Optional extra on relative clauses 1619.7 Sentences 165Chapter summary 166Exercises using clinical resources 168Further reading 16810 Sentence Structure 4: Non-finite Clauses 16910.0 Introduction 16910.1 Why do SLTs need this knowledge? 17010.2 Learning outcomes 17010.3 Infinitives and (Type 1) gerunds 17010.3.1 Understood subject and control 17210.4 Type 2 gerunds 17310.5 Bare-verb clauses 17510.6 Free participle clauses 17510.7 Reduced clauses 176Chapter summary 179Exercises using clinical resources 180Further reading 18011 Language in Use 1: Deixis and Reference 18111.0 Introduction 18111.1 Why do SLTs need this knowledge? 18111.2 Learning objectives 18211.3 Reference and deixis 18211.3.1 Deixis: introduction 18311.3.2 Deixis: personal pronouns 18411.3.3 Deixis: demonstratives 18611.3.4 Deixis: spatial expressions 18811.3.5 Deixis: verbs of movement 18911.3.6 Deixis: temporal expressions 19111.3.7 Deixis: tense 19311.3.8 Deixis: extended uses 19411.4 Reference 197Chapter summary 202Exercises using clinical resources 202Further reading 20312 Language in Use 2: Frames and Scripts, Metaphor and Irony, Implicature, Explicature 20412.0 Introduction 20412.1 Why do SLTs need this knowledge? 20512.2 Learning outcomes 20612.3 Frames and scripts 20612.4 Metaphor, irony, humour 20912.5 Implicature 21112.6 Explicature 21612.7 Presupposition 219Chapter summary 221Exercises using clinical resources 222Further reading 22213 Language in Use 3: Speech Acts, Conversation 22313.0 Introduction 22313.1 Why do SLTs need this knowledge? 22413.2 Learning objectives 22413.3 Frames, scripts and norms 22413.4 Speech acts 22613.5 Conversation: scripts and routines 23313.5.1 Turn taking 23313.5.2 Adjacency pairs 23413.5.3 Expansions 23513.5.4 Preference organisation 23613.5.5 Opening a conversation 23713.5.6 Politeness 23813.5.7 Topic management 23813.5.8 Repair 24113.6 Paralinguistic signals 244Chapter summary 246Exercises using clinical resources 246Further reading 24714 Narrative 1: Introduction – Coherence and Cohesion 24814.0 Introduction 24814.1 Why do SLTs need this knowledge? 24914.2 Learning objectives 24914.3 Tasks for speakers and writers 25014.4 Concepts for analysing narrative 25014.5 Spoken text 25214.6 Coherence and cohesion 25414.6.1 Coherence 25414.6.2 Cohesion 255Chapter summary 259Exercises using clinical resources 260Further reading 26015 Narrative 2: Given and New, Theme, Focus 26115.0 Introduction 26115.1 Why do SLTs need this knowledge? 26115.2 Learning objectives 26215.3 Given and new information 26215.4 Theme 26415.5 Focus 27015.5.1 Focus: tonic accent 27015.5.2 Focus: IT clefts 27215.5.3 Focus: WH clefts 27415.5.4 Focus: TH clefts 27515.6 Conclusion 276Chapter summary 277Exercises using clinical resources 278Further reading 27816 Narrative 3: Syntax and the Organisation of Text 27916.0 Introduction 27916.1 Why do SLTs need this knowledge? 27916.2 Learning objectives 28016.3 Tense and aspect in narrative 28016.3.1 Tense and aspect: reminder of the main points 28016.3.2 Simple Past versus Progressive in narrative 28116.3.3 Perfect 28116.3.4 Tense and aspect: problems of usage 28216.4 Analysing clinical test narratives 28316.4.1 The runaway tractor story 28316.4.2 The safari park story 28616.4.3 The sports day story 28616.4.4 The squirrel story 28716.5 Some loose ends 28816.5.1 End weight 28816.5.2 End weight: extraposition 28816.5.3 Passives in narrative text 29016.5.4 Non-finite clauses 292Chapter summary 294Exercises using clinical resources 29417 Conclusion 297Appendix A: Islands of Reliability for Determining Parts of Speech 299Appendix B: SLT Resources Referenced in This Text 302Answers to Exercises 306Annotated Bibliography 343Index 345