35.1850, Review: The Study of Language: Yule (2022)

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LINGUIST List: Vol-35-1850. Tue Jun 25 2024. ISSN: 1069 - 4875.

Subject: 35.1850, Review: The Study of Language: Yule (2022)

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Date: 25-Jun-2024
From: Martin Gitterman [mgitterman at gc.cuny.edu]
Subject: Applied Linguistics, Language Documentation, Phonetics: Yule (2022)


Book announced at https://linguistlist.org/issues/33.3881

AUTHOR: George Yule
TITLE: The Study of Language
PUBLISHER: Cambridge University Press
YEAR: 2022

REVIEWER: Martin Gitterman

Note:  This review was penned by the late Martin Gitterman some months
before his death.  Although he did not have a chance to approve the
light editing done by the LINGUIST reviews staff, we have decided to
post the review anyway, so as not to lose any piece of Gitterman’s
work.

SUMMARY

The Study of Language is an introductory textbook in general
linguistics. It contains 20 chapters, each devoted to a particular
sub-field within linguistics. Assorted exercises are provided at the
end of each chapter.  In the Preface, Yule states that he wrote the
book intending “to provide a broad yet concise treatment of a large
number of topics, especially for those who may have had little
previous experience with the vocabulary, symbols and descriptions
employed in language analysis” (p. xi). The textbook exercises are
designed to give students the opportunity to engage in the application
of material learned in the chapters, thus going beyond purely rote
activities.

Chapter 1  (“The Origins of Language”) and Chapter 2 (“Animals and
Human Language”) provide introductory material, helping to establish
a framework leading into the core material of the book. In the first
chapter, the unique capacity of human beings for language development
is noted to be inextricably linked to a comprehensive explanation of
the origins of language. In Chapter 2, some attributes common across
human languages are described. A focus on animal communication systems
reveals that, at best, they differ immeasurably from human systems in
complexity and degree of advancement.

Chapter 3 (”The Sounds of Language”) and Chapter 4 (“The Sound
Patterns of Language”) address basic principles of articulatory
phonetics and phonology, respectively. Chapter 3 explains the
International Phonetic Alphabet, with a focus on the classification of
consonants and vowels. Learners are cautioned that phonetic
transcription is based on sounds, not spelling. It is also indicated
that pronunciation varies across speakers of different varieties of a
language. In Chapter 4, readers are made aware of the abstract nature
of phonology, a field of study encompassing rules and patterns that
function as tacit knowledge in speakers of a language. A number of
concepts central to the study of phonology are explained (e.g.,
phoneme, phone, allophone, coarticulation).

Chapter 5 (“Word Formation”) and Chapter 6 (“Morphology”) focus on
various aspects of the   study of individual words. Chapter 5 presents
an overview of numerous processes that result in the formation of new
words. Among the processes outlined are borrowing, compounding,
clipping, and coinage. The discussion is copiously illustrated,
including reference to languages other than English. Readers learn
that a detailed analysis of the formation of a given word may involve
more than one of the processes listed. In Chapter 6, the internal
structure of words is of primary concern. The explanations incorporate
key terminology of morphology, with an emphasis on how the concepts
introduced are related. Illustrations extend beyond the English
language.

Chapter 7 (“Grammar”) and Chapter 8 (“Syntax”) address grammatical
structure and analysis. Central to the discussion is an understanding
of the order of words in an utterance. In Chapter 7, one finds some of
the basic principles of traditional grammar. Included are explanations
of parts of speech and agreement. Prescriptivism and descriptivism as
they relate to grammar are noted. The function of a constituent in
grammatical theory is introduced. In Chapter 8, more advanced and
abstract aspects of syntactic theory are treated. The concept of a
generative grammar is introduced, including mention of how to write
phrase structure rules using appropriate notational devices. Numerous
tree diagrams are presented. Movement rules are also discussed.

Chapter 9 (“Semantics”) provides a comprehensive overview of key
principles linked to the study of meaning. Semantic features are
explained, including reference to the role of features in componential
analysis. Pointing out that the study of semantics goes beyond the
role of semantic features, the chapter addresses major semantic roles
(e.g., agent, theme) with illustrative examples. Also included in the
chapter are many of the basic semantic relations commonly studied in
introductory semantics (e.g., synonymy, antonymy, hyponymy). The
increased interest in corpus linguistics is addressed and related to
the study of semantics.

Chapter 10 (“Pragmatics) and Chapter 11 (“Discourse Analysis”) focus
on the dynamic of communication/conversation. In Chapter 10 examples
are provided to illustrate that literal word meanings in a statement
are not necessarily sufficient to convey the communicative intent of
the speaker. Pragmatics is the study of the intended meaning and
accurate interpretation requires one to consider the context in which
words are uttered. The chapter includes, but extends well beyond,
relevant information on the topics of presuppositions, Gricean Maxims,
and Speech Acts.  In Chapter 11 a definitional foundation regarding
the scope of discourse analysis is provided and is followed by a study
of ways of analyzing conversations (e.g., turn-taking). Extensive
illustrative examples are provided.

Chapter 12 (“Language and the Brain”) presents an introductory look at
neurolinguistics.  Among the areas of the brain highlighted are
Broca’s area and Wernicke’s area. Broca’s aphasia and Wernicke’s
aphasia are explained and contrasted. Beyond the study of aphasia, the
chapter discusses slips of the tongue and related phenomena.
Age-related differences in language acquisition are incorporated in a
section on the critical period.

Chapter 13 (“First Language Acquisition”) and Chapter 14 (”Second
Language Acquisition”) provide an overview of the process of language
development, both first and second, respectively. In Chapter 13, the
reader learns about the relative automaticity with which children
acquire their first language, and their accomplishment is not attained
as the result of instruction. Accordingly, the term “innate
predisposition” is used to describe this remarkable capacity. Initial
stages in the process of first language acquisition are described
(e.g., cooing, babbling). along with mention of characteristics linked
to the acquisition of various aspects of the language (e.g., syntax,
morphology). In Chapter 14 some differences between first and second
language acquisition are noted, along with defining some key
terminology (e.g., contrasts like “foreign language” v. “second
language” and “acquisition” v. “learning”). Second language
performance is discussed in terms of age, emotional state (“affective
factors”) and motivation. A chronological presentation of teaching
methods highlights the trajectory over the years in the direction of
fostering active use of the second language.

Chapter 15 (“Gestures and Sign Languages”) and Chapter 16 (“Written
Language”) address communication outside the spoken mode. In Chapter
15 a distinction between “gesture” and “sign” is explained and helps
to establish the framework for the discussion of sign languages to
follow. While American Sign Language (ASL) constitutes the core of the
discussion, other sign languages are addressed as well. The formation
of signs is discussed and illustrated in some detail for the
expression “thank you” in ASL. In Chapter 16 writing is defined and,
unlike speaking a first language, it is an activity that requires
instruction. Writing that conveys a message by means other than
language (e.g., pictograms) is illustrated. Writing systems (e.g.,
syllabic and alphabetic) are explained, along with reference to
particular languages. The writing system of English is addressed in
some detail

Chapter 17 (“Language History and Change”) provides a broad, yet still
introductory, view of historical linguistics. The purpose of a family
tree is explained and then illustrated with branches extending from
Indo-European (Figure 17.1). The process of Comparative Reconstruction
is outlined and its purpose is made clear. A focus on the history of
English precedes an analysis of changes that occur in language over
time. These changes (e.g., phonological, syntactic) are amply
illustrated.

Chapter 18 (“Regional Variation in Language”) and Chapter 19 (”Social
Variation in Language”) provide an overview of linguistic varieties in
specified contexts. In Chapter 18 the focus is on varieties based on
location. Relevant terminology is explained (e.g., “standard
language,” “accent,” “dialect”). Regional dialects are discussed,
including reference to their representation on maps enhanced by
isoglosses. The treatment of varieties in a particular location
extends beyond dialects to encompass languages. Chapter 19 discusses
the role of social class as it relates to dialect differences, with
phonological and grammatical examples used to provide concrete
illustrations. African American Vernacular English is described in
some detail.

In Chapter 20 (“Language and Culture”), the concluding chapter of the
book, a definition of  “culture” lays the groundwork for the material
to follow. Opposing viewpoints on the role language plays in
influencing thought and perception are presented. Multiple examples,
drawn from a range of languages, help to illustrate the link between
language and culture.

EVALUATION

It is clear that Yule has achieved his aim in writing this book. It is
written in a manner that makes it accessible to the beginning student.
Yule’s goal of providing “a broad yet concise treatment” is achieved
by exploring 20 sub-fields within linguistics, each one covered in a
relatively short, yet substantive, chapter in which the reader is made
aware of the material studied in that sub-field, along with relevant
linguistic terminology. As each of the topics covered encompasses
extensive material, much of it quite technical, the ability to provide
the reader with core knowledge in a given field in one chapter, and
not merely some superficial observations, is not an easy task. That
task is performed successfully in this book, thus making it a very
meaningful experience for the reader. The ability to tease apart what
should be included in an introductory book in any of the sub-fields of
linguistics from the massive amount of material that could be included
is a major commendable feature of this book. The language and style
used throughout the book, while appropriately technical, is designed
to facilitate comprehension by the target audience, which includes
those without prior training in linguistics. The extensive use of
Tables and Figures also helps greatly in fostering understanding of
the material.

This book has the advantage of providing the instructor of a class (in
which the book is being used) a great degree of flexibility. The
instructor can select from the 20 chapters, each devoted to a specific
sub-field, which ones to include in the syllabus. It is likely that
the topics any instructor would like to include in a basic class in
linguistics will be among those  in the book. The exercises at chapter
endings range greatly in the extent to which they challenge students.
These exercises, consisting of “Study Questions,” “Tasks,” and
“Discussion Topics/Projects,” enable an instructor to choose the
particular exercises that best meet the needs of the students. Of
course, an instructor may choose to assign exercises that are not
included in the book, but having a book with numerous exercises
ranging from rather basic to quite advanced is certainly advantageous.

In sum, “The Study of Language” covers a wide range of topics and
covers them well. The book, which will in most cases be used as a
textbook, provides the instructor with a great degree of flexibility
in designing a syllabus. Beyond that, it is written in a manner that
should make the learning experience for students not only productive,
but enjoyable as well.

This book is currently in its eighth edition, and the suggestions made
below are intended solely for consideration in publishing future
editions and not to suggest major flaws in the current volume. It
might be useful to focus more attention on some of the leading
linguists across sub-fields of linguistics included in this book. The
manner of focusing attention may simply be a reference to a key work
(or works) or may involve a brief description of the influence of the
particular linguist’s work. Many of the major linguists are referred
to in the book and listed in the index, but there are some notable
exceptions (e.g., Noam Chomsky).  Additionally, it might be
instructive to include a brief overview of Krashen’s Monitor Model,
which would fit in nicely with the currently included treatment of
both “acquisition” and “learning” in Chapter 14. Finally, I call
attention to one typo on p. 165, where the reference to Table 10.3 in
the section just below the Table is written incorrectly as 10.2, thus
needing correction.

The overall assessment outlined in this review leads unquestionably to
the conclusion that “The Study of Language” is an excellent book.

ABOUT THE REVIEWER

N/A



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