conversations.from: human
conversations.value: a description for a book titled An Introduction to Language about Academy, UCLA, Linguistics with the genre: Reference, Words, Language & Grammar
conversations.from: assistant
conversations.value: the author received her bachelor's degree in economics from the University of California, Berkeley, and her M.A. and Ph.D. in linguistics from the University of California, Los Angeles. She was a member of the faculty of the UCLA Department of Linguistics from 1966 until her death, and served as its chair from 1972 to 1976. From 1979 to 1989 she served as the UCLA Graduate Dean and Vice Chancellor of Graduate Programs. She was a visiting professor at the universities of Stockholm, Cambridge, and Oxford. Professor the author served as president of the Linguistics Society of America in 1985, president of the Association of Graduate Schools in 1988, and chair of the Board of Governors of the Academy of Aphasia. She received the UCLA Distinguished Teaching Award and the Professional Achievement Award, and served as the U.S. Delegate and a member of the Executive Committee of the International Permanent Committee of Linguistics (CIPL). She was an elected Fellow of the American Academy of Arts and Sciences, the American Association for the Advancement of Science, the New York Academy of Science, the American Psychological Society, and the Acoustical Society of America, and in 1996 was elected to membership in the National Academy of Sciences. She published more than one hundred books, monographs, and papers on topics concerned with phonetics, phonology, tone languages, African languages, speech errors, processing models, aphasia, and the brain/mind/language interface--all research areas in which she worked. Professor the author passed away in 2000, at the age of 76.
conversations.from: human
conversations.value: Delete the first sentence.
conversations.from: assistant
conversations.value: A. and Ph.D. in linguistics from the University of California, Los Angeles. She was a member of the faculty of the UCLA Department of Linguistics from 1966 until her death, and served as its chair from 1972 to 1976. From 1979 to 1989 she served as the UCLA Graduate Dean and Vice Chancellor of Graduate Programs. She was a visiting professor at the universities of Stockholm, Cambridge, and Oxford. Professor the author served as president of the Linguistics Society of America in 1985, president of the Association of Graduate Schools in 1988, and chair of the Board of Governors of the Academy of Aphasia. She received the UCLA Distinguished Teaching Award and the Professional Achievement Award, and served as the U.S. Delegate and a member of the Executive Committee of the International Permanent Committee of Linguistics (CIPL). She was an elected Fellow of the American Academy of Arts and Sciences, the American Association for the Advancement of Science, the New York Academy of Science, the American Psychological Society, and the Acoustical Society of America, and in 1996 was elected to membership in the National Academy of Sciences. She published more than one hundred books, monographs, and papers on topics concerned with phonetics, phonology, tone languages, African languages, speech errors, processing models, aphasia, and the brain/mind/language interface--all research areas in which she worked. Professor the author passed away in 2000, at the age of 76.
conversations.from: human
conversations.value: What could be a title for a book about Education, Collectable, Copyright with the genre: Reference, Words, Language & Grammar?
conversations.from: assistant
conversations.value: A title for this book could be 'An Introduction to Language'
conversations.from: human
conversations.value: the first three paragraphs for this book
conversations.from: assistant
conversations.value: An Introduction to Language
  Anyone professionally working with language and education should know about ERIC Digests such as the following:
  Are there present-time/past-time distinctions to be made with the other preterite-present verbs we use as modals?
  Articulate what rules might exist for hyphens given the following forms, and compare your assessment with a modern style guide.
conversations.from: human
conversations.value: five more paragraphs
conversations.from: assistant
conversations.value: Consonants have more constriction and more definite places of articulation, yet some are easier than others. Bilabials like [m] and [p] are relatively easy. Other sounds are more tricky. For sounds like [s] and [z], it helps to have teeth first. Sounds like [θ] and [ð] take even longer. These two interdental fricatives are not part of many languages, and children acquire them later than most other consonant sounds. The leading guess is that their rare presence in human language results from the trouble babies have making them a part of the language.
  Most children have almost all their sounds and syllable patterns down by age 10, but starting after age three, children begin a different kind of sound project. They begin the transition away from sounding like their parents and towards sounding like their friends. It is a gradual process, but by 18 or so, the observable influence from parents is slight.
  Most people are exposed to at least two languages as children, but after puberty, picking up another language becomes much more difficult. A few people seem not to lose their ability to acquire a language. It is as if their Universal Grammars have not shut off, and they are able to build mental grammars of any language to which they are sufficiently exposed. These people are known as **polyglots**.
  One of these rare humans was Ken Hale, and the linguistics profession had the good fortune to have him as one of our own. He studied many different kinds of languages and championed endangered languages. He acquired numerous languages, including English, Spanish, Tono O'odham, Jemez, Hopi, Navajo, and Warlpiri. He did not just learn a few words in each; rather, he sounded like a native speaker to other native speakers. If all of us had polyglot brains, learning other languages would be much easier. Yet, such skills are very rare.
  Children are amazing word collectors, learning thousands of words every year. As we studied in Chapter 5, teenagers create slang words to mark where they fall socially, but learning those lexical items is part of a process they started when they were quite small. As an added bonus to the word stage, this ability to learn new words and create them when needed is one of the few skills we carry forward into our adult lives.
conversations.from: human
conversations.value: the last four paragraphs
conversations.from: assistant
conversations.value: Language acquisition, synchronic variation, and diachronic variation are qualities unique to human language. Language acquisition is the natural process of building a mental grammar for a particular language. Most people build at least two mental grammars because they are exposed to multiple languages. The acquisition process proceeds through overlapping stages, including the sound stage, the word stage, and the phrase stage. Our mental grammars handle a wide variety of synchronic variation both productively and receptively, and we use it to locate each other on various social scales. By looking back at different stages of a language, we also observe diachronic variation, the echoes of synchronic variation over time. Every day that we speak and listen, we help to change, in some small way, the history of English. Diachronic variation results from cumulative and directional synchronic variation, but not all synchronic variation results in diachronic variation. With English's age, a bit over 1,500 years old, and its expansion around the world thanks to the British Royal Navy and modern technology, English has changed a great deal since its start. In English's modern, global phase, the most accurate portrait is of World Englishes: national and regional varieties with unique histories. These national Englishes can be grouped according to a tripartite designation of inner circle, outer circle, and expanding circle varieties. With all of the variation now present in English, the need for clear communication is as important as ever.
  Do any of the following seem descriptively ungrammatical to you? What part triggers that judgment for you?
  As described above, the Great Vowel Shift was a change in the pronunciation of long vowels over a two hundred year period (roughly 1400–1600). The word classes of vowels changed pronunciations, and the long-vowel/short-vowel pairings were broken. For many of these vowels, their spelling representations were set before the vowels picked up their new pronunciations. Because of this change in word pronunciations, but not in spelling, the modern spelling of many words represents pre-Great-Vowel-Shift vowels. This mismatch provides an opportunity to examine the history of English within our regular spelling system. To do so, please find five words for each word class in the diagram below and complete the phonetic transcription in the table below. Are the groups able to find exceptions to the Great Vowel Shift pattern? Check out http://eweb.furman.edu/∼mmenzer/gvs/ for more information.
  The numbers in parentheses are the primary chapters for the terms. For frequent terms, the page numbers are not exhaustive, but instead provide the pages where the term is a central point.
conversations.from: human
conversations.value: Reverse the sentences.
conversations.from: assistant
conversations.value: For frequent terms, the page numbers are not exhaustive, but instead provide the pages where the term is a central point..
  The numbers in parentheses are the primary chapters for the terms.edu/∼mmenzer/gvs/ for more information.furman. Are the groups able to find exceptions to the Great Vowel Shift pattern? Check out http://eweb. To do so, please find five words for each word class in the diagram below and complete the phonetic transcription in the table below. This mismatch provides an opportunity to examine the history of English within our regular spelling system. Because of this change in word pronunciations, but not in spelling, the modern spelling of many words represents pre-Great-Vowel-Shift vowels. For many of these vowels, their spelling representations were set before the vowels picked up their new pronunciations. The word classes of vowels changed pronunciations, and the long-vowel/short-vowel pairings were broken.
  Do any of the following seem descriptively ungrammatical to you? What part triggers that judgment for you?
  As described above, the Great Vowel Shift was a change in the pronunciation of long vowels over a two hundred year period (roughly 1400–1600). With all of the variation now present in English, the need for clear communication is as important as ever. These national Englishes can be grouped according to a tripartite designation of inner circle, outer circle, and expanding circle varieties. In English's modern, global phase, the most accurate portrait is of World Englishes: national and regional varieties with unique histories. With English's age, a bit over 1,500 years old, and its expansion around the world thanks to the British Royal Navy and modern technology, English has changed a great deal since its start. Diachronic variation results from cumulative and directional synchronic variation, but not all synchronic variation results in diachronic variation. Every day that we speak and listen, we help to change, in some small way, the history of English. By looking back at different stages of a language, we also observe diachronic variation, the echoes of synchronic variation over time. Our mental grammars handle a wide variety of synchronic variation both productively and receptively, and we use it to locate each other on various social scales. The acquisition process proceeds through overlapping stages, including the sound stage, the word stage, and the phrase stage. Most people build at least two mental grammars because they are exposed to multiple languages. Language acquisition is the natural process of building a mental grammar for a particular language.Language acquisition, synchronic variation, and diachronic variation are qualities unique to human language