Jim Miller and Regina Weinert investigate syntactic structure and the organization of discourse in spontaneous spoken language. Using data from English, German, and Russian, they develop a systematic analysis of spoken English and highlight properties that hold across languages. The authors argue that the differences in syntax and the construction of discourse between spontaneous speech and written language bear on various areas of linguistic theory, apart from having obvious implications for syntactic analysis. In particular, they bear on typology, Chomskyan theories of first language acquisition, and the perennial problem of language in education. In current typological practice written and spontaneous spoken texts are often compared; the authors show convincingly that typological research should compare like with like. The consequences for Chomskyan, and indeed all, theories of first language acquisition flow from the central fact that children acquire spoken language but learn written language.
In this rich exposition on the theological, historical, and sacramental significance of the baptismal font, Regina Kuehn describes the space designated for Baptism as "a home for the church, a regular meeting place for believers, [and] a recognizable location to which one can point in memory of a liturgical event." Drawing on an impressive array of artistic paintings, drawings, and photographs, Kuehn offers an indispensable guide to building and refurbishing this sacramental space, while also providing rich insight into the experience and mystery of Baptism. Designed for parish staffs, architects, artists, craftsmen, priests, and all those involved in the building and renovating of churches, this resource will prove useful to any Catholic interested in a deeper understanding of our rich baptismal symbolism.
Jim Miller and Regina Weinert investigate syntactic structure and the organization of discourse in spontaneous spoken language. Using data from English, German, and Russian, they develop a systematic analysis of spoken English and highlight properties that hold across languages. The authors argue that the differences in syntax and the construction of discourse between spontaneous speech and written language bear on various areas of linguistic theory, apart from having obvious implications for syntactic analysis. In particular, they bear on typology, Chomskyan theories of first language acquisition, and the perennial problem of language in education. In current typological practice written and spontaneous spoken texts are often compared; the authors show convincingly that typological research should compare like with like. The consequences for Chomskyan, and indeed all, theories of first language acquisition flow from the central fact that children acquire spoken language but learn written language.
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