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<FONT FACE="Calibri, Verdana, Helvetica, Arial"><SPAN STYLE='font-size:11pt'>I think the difference here, therefore, is that I don’t want my students to understand grammar alone – I want them to understand a variety of aspects of language, including, but not limited to, what the term “grammar” refers to. At least if they are equipped with some basic definitions, they won’t feel completely at sea in descriptions of neuropsychological cases, or if (in their future careers) they meet patients whose language has been described in those terms by e.g. speech therapists.<BR>
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Despite research and interests in the area, I’m not currently teaching child language, so this is possibly a little off topic!<BR>
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Katie<BR>
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<HR ALIGN=CENTER SIZE="3" WIDTH="95%"><B>From: </B>Tom Roeper <<a href="roeper@linguist.umass.edu">roeper@linguist.umass.edu</a>><BR>
<B>Reply-To: </B>"<a href="info-childes@googlegroups.com">info-childes@googlegroups.com</a>" <<a href="info-childes@googlegroups.com">info-childes@googlegroups.com</a>><BR>
<B>Date: </B>Mon, 26 Oct 2009 12:19:06 -0400<BR>
<B>To: </B>"<a href="info-childes@googlegroups.com">info-childes@googlegroups.com</a>" <<a href="info-childes@googlegroups.com">info-childes@googlegroups.com</a>><BR>
<B>Subject: </B>Re: Basic literature for undergrad classes<BR>
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I guess my view is different. I think the neuropsych literature can be quite obscure---but grasping that "who is here" calls for more than a single<BR>
person is right at the core of language and every approach to grammar should give it some prominence, particularly looking at child grammar,<BR>
since more than 50% of normal children do not realize this right away.<BR>
<BR>
Tom<BR>
<BR>
On Mon, Oct 26, 2009 at 11:58 AM, Katie Alcock <<a href="k.j.alcock@lancaster.ac.uk">k.j.alcock@lancaster.ac.uk</a>> wrote:<BR>
</SPAN></FONT><BLOCKQUOTE><FONT FACE="Calibri, Verdana, Helvetica, Arial"><SPAN STYLE='font-size:11pt'>I think focussing on <B>just</B> quantifiers would be completely beyond my (psychology undergraduate) students! I’m setting my sights low and would like them just to be able to understand what syntax is and to be able to distinguish it from, say, phonology – so that they can then go and read articles in the neuropsych literature on their own. <BR>
<BR>
Katie<BR>
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<HR ALIGN=CENTER SIZE="3" WIDTH="95%"><B>From: </B>Tom Roeper <<a href="roeper@linguist.umass.edu">roeper@linguist.umass.edu</a> <<a href="http://roeper@linguist.umass.edu">http://roeper@linguist.umass.edu</a>> ><BR>
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<B>Reply-To: </B>"<a href="info-childes@googlegroups.com">info-childes@googlegroups.com</a> <<a href="http://info-childes@googlegroups.com">http://info-childes@googlegroups.com</a>> " <<a href="info-childes@googlegroups.com">info-childes@googlegroups.com</a> <<a href="http://info-childes@googlegroups.com">http://info-childes@googlegroups.com</a>> ><BR>
<B>Date: </B>Mon, 26 Oct 2009 11:50:12 -0400<BR>
<BR>
<B>To: </B>"<a href="info-childes@googlegroups.com">info-childes@googlegroups.com</a> <<a href="http://info-childes@googlegroups.com">http://info-childes@googlegroups.com</a>> " <<a href="info-childes@googlegroups.com">info-childes@googlegroups.com</a> <<a href="http://info-childes@googlegroups.com">http://info-childes@googlegroups.com</a>> ><BR>
<B>Subject: </B>Re: Basic literature for undergrad classes<BR>
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Katie--<BR>
in my book (Prsm of Grammar)---I devote a whole chapter to the discussion of communication disorders and particularly<BR>
the important role of quantifiers in disorders--but I take the opposite tack, if it interests you, namely to<BR>
try to explain the crucial ideas with as little special terminology as possible. The book has been used by 7th graders<BR>
as well as college students in intro lingusitics classes---as well as by graduate students--if that is helpful.<BR>
But I sypathize with your desire not to have people overwhelmed with words when what they need to do is<BR>
really grasp new ideas.<BR>
<BR>
Tom Roeper<BR>
<BR>
On Mon, Oct 26, 2009 at 11:36 AM, Katie Alcock <<a href="k.j.alcock@lancaster.ac.uk">k.j.alcock@lancaster.ac.uk</a> <<a href="http://k.j.alcock@lancaster.ac.uk">http://k.j.alcock@lancaster.ac.uk</a>> > wrote:<BR>
</SPAN></FONT><BLOCKQUOTE><FONT FACE="Calibri, Verdana, Helvetica, Arial"><SPAN STYLE='font-size:11pt'>As someone who also teaches adult psycholinguistics and language disorders, I’d be really interested if anyone has a recommendation for a book that explains all these terms in a more general context (but briefly, as pointing my students towards an introductory linguistics text has generally led them to become overwhelmed in the past).<BR>
<BR>
<BR>
Katie<BR>
<BR>
<BR>
Katie Alcock, DPhil, CPsychol<BR>
Lecturer<BR>
Department of Psychology<BR>
University of Lancaster<BR>
Fylde College<BR>
Lancaster LA1 4YF<BR>
Tel 01524 593833<BR>
Fax 01524 593744<BR>
Web <a href="http://www.psych.lancs.ac.uk/people/KatieAlcock.html">http://www.psych.lancs.ac.uk/people/KatieAlcock.html</a><BR>
<BR>
<HR ALIGN=CENTER SIZE="3" WIDTH="95%"><B>From: </B>Matthew Saxton <<a href="m.saxton@ioe.ac.uk">m.saxton@ioe.ac.uk</a> <<a href="http://m.saxton@ioe.ac.uk">http://m.saxton@ioe.ac.uk</a>> <<a href="http://m.saxton@ioe.ac.uk">http://m.saxton@ioe.ac.uk</a>> ><BR>
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<B>Reply-To: </B>"<a href="info-childes@googlegroups.com">info-childes@googlegroups.com</a> <<a href="http://info-childes@googlegroups.com">http://info-childes@googlegroups.com</a>> <<a href="http://info-childes@googlegroups.com">http://info-childes@googlegroups.com</a>> " <<a href="info-childes@googlegroups.com">info-childes@googlegroups.com</a> <<a href="http://info-childes@googlegroups.com">http://info-childes@googlegroups.com</a>> <<a href="http://info-childes@googlegroups.com">http://info-childes@googlegroups.com</a>> ><BR>
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<B>Date: </B>Mon, 26 Oct 2009 08:14:38 -0000<BR>
<B>To: </B>"<a href="info-childes@googlegroups.com">info-childes@googlegroups.com</a> <<a href="http://info-childes@googlegroups.com">http://info-childes@googlegroups.com</a>> <<a href="http://info-childes@googlegroups.com">http://info-childes@googlegroups.com</a>> " <<a href="info-childes@googlegroups.com">info-childes@googlegroups.com</a> <<a href="http://info-childes@googlegroups.com">http://info-childes@googlegroups.com</a>> <<a href="http://info-childes@googlegroups.com">http://info-childes@googlegroups.com</a>> ><BR>
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<B>Subject: </B>RE: Basic literature for undergrad classes<BR>
</SPAN></FONT><FONT FACE="Arial"><SPAN STYLE='font-size:12pt'>Every term (from <I>noun</I> onwards) is explained and exemplified, either in the glossary or in the text, and there are exercises to practice linguistic concepts (with answers).<BR>
</SPAN><FONT SIZE="4"><SPAN STYLE='font-size:14pt'> <BR>
</SPAN></FONT></FONT><FONT FACE="Calibri, Verdana, Helvetica, Arial"><SPAN STYLE='font-size:11pt'><BR>
</SPAN></FONT></BLOCKQUOTE><FONT FACE="Calibri, Verdana, Helvetica, Arial"><SPAN STYLE='font-size:11pt'><BR>
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-- <BR>
Tom Roeper<BR>
Dept of Lingiustics<BR>
UMass South College<BR>
Amherst, Mass. 01003 ISA<BR>
413 256 0390<BR>
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</SPAN></FONT></BLOCKQUOTE><FONT FACE="Calibri, Verdana, Helvetica, Arial"><SPAN STYLE='font-size:11pt'><BR>
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<BR>
-- <BR>
Tom Roeper<BR>
Dept of Lingiustics<BR>
UMass South College<BR>
Amherst, Mass. 01003 ISA<BR>
413 256 0390<BR>
<BR>
<BR>
<BR>
</SPAN></FONT>
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