Friday, 27 May 2016

Friday, 13 May 2016 blog

Via A2 student Emily, here's a reminder of the excellent which contains regular tidbits about language history and change. Great reading for A2 students doing Language Change and Variation.

Thursday, 28 April 2016

Lexical map of the brain

Fascinating article found by A2 student Aimee with some great visualisations of how certain words and concepts seem to map to particular regions of the cortex:

Wednesday, 20 April 2016

Words that were invented by mistake

A little video in those words that were 'back-formed' -- produced by misunderstanding of their morphology.

Tuesday, 19 April 2016

Timeline & A Street through Time

From the Making-Revision-Fun department, two suggestions for ways to ground your sense of historical context.

The first we played in class: the Timeline series of card games, which test your grasp of the relative order in which key historical events happened. you can get themed packs and even mix them up; in class we used the green and red packs ('Diversity' and 'Historical events'). Play solitaire or with a study buddy.

The second is from A2 student Emily, who suggested this beautifully illustrated book tracking the appearance of a street through time. Others in the series look at cities, farms, and so on too. You can get hold of these very cheaply!

Thursday, 10 March 2016

Monday, 29 February 2016

Joos' Five Clocks

We looked today at Martin Joos' five-part system for analysing the register of a text, beyond just formal/informal, but instead classifying texts (or elements of texts, as we saw), along a five-position scale.

this article gives some further discussion of Joos' system., and lays out a helpful table of the five clocks against four features of texts. it includes some more examples and features that help identify the five clocks at work.

Monday, 4 January 2016

CLA Phonological Processes Chart

A beautifully-designed chart of the three major classes of phonological changes that happen in children's speech. This includes more than we tackled in class, alongside some ages at which the processes typically stop occurring. (If they're persistent, you might hire an expert linguist -- like yourselves! -- to help iron them out: you may not appreciate sounding 'cute'.)