Despite some realprogress in t he study ofpart-of-speech Systems during t he last two decades their ränge of Variation in the world's languages has not been properly assessed. After a summary of the state of the art a template for part-of-speech typology isproposed that outlines parameters of Variation and possible constraints on the logically available options, with the aim of prompting further work on the topic.
A dynamic model of part-of-speech differentiation i Most, if not all, natural languages organize their lexical items into a system of broad lexical classes, whose members share unique clusters of semantic, syntactic, and morphological properties. Such part-of-speech systems are not of one kind, but vary from language to language, along a number of parameters. Curiously, however, one common feature of naturally occurring part-of-speech systems seems to be that they are not 'well-designed', at least not qua part-of-speech systems. It is characteristic for part-of-speech systems to be complex and opaque. Whatever identifying criteria we use for parts of speech-meaning, syntactic function, or inflection, the relationship between particular criteria and particular parts of speech is typically many-to-many. ii
Learning to talk science is an important aspect of learning to do science. Intentions and purposes are part of the scientific language in explanations of unobservable objects and events. Teachers must therefore interpret whether learners' use of such language reflects a scientific understanding or inaccurate anthropomorphism and teleology. In the present study, a framework consisting of three 'stances' (Dennett, 1989)-intentional, design and physicalis presented as an analytical tool for analysing students' language use. The aim was to investigate how the framework can be differentiated and used for interpreting students' talk about a molecular process. Semi-structured group discussions and individual interviews about the process of molecular self-assembly were conducted with engineering biology/chemistry (n=15) and biology/chemistry teacher students (n=6). Transcripts were analysed qualitatively using content analysis. Students employed all three stances, and the analysis of utterances revealed subcategories for each stance. The analysis revealed that intentional language with respect to molecular movement and assumptions about design requirements may be potentially problematic areas. Students' exclusion of physical stance explanations may indicate literal anthropomorphic interpretations. The framework provides a powerful tool for analysing language use. It captures the use of anthropomorphic and teleological language 2 regarding molecular processes while at the same time shedding light on the cognitive value of such statements. Implications for practice include providing teachers with a tool for scaffolding their use of metaphorical language and for supporting students' metacognitive development as scientific language users.
The present article is a case study in which participation is investigated in terms of the use of interactional practices that enhance the involvement of a man with severe aphasia in activities that aim to capture his and his wifes experiences of everyday communication, and their views of his speech and language intervention. Five practices are identified: 1) collaborative telling, 2) formulations, 3) yes/no questions, 4) declaratives and 5) hint-and-guess strategies. It is demonstrated how participants (wife, a speech and language pathologist, and two research assistants) use of these practices are beneficial for making the viewpoints of the man with aphasia come across, despite his communication difficulties. Results are discussed in light of the importance of finding ways to make patients influence their own intervention, both in terms of a raised awareness of facilitative interactional practices and of activities such as interviews and retrospection sessions with patients and their significant others. Funding Agencies|Swedish Research Council, VR [2010-1440]
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