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Extractions: for WORD ROBERT de BEAUGRANDE Descriptive linguistics at the millennium: Corpus data as authentic language In the best sense of the word, descriptive linguistics must be practical, [ ] designed to handle instances of speech, spoken or written J.R. Firth 1. Theory and practice in the concept of description If we agree to use our terms quite broadly, we can define a language to be a general theory of human knowledge and experience, and discourse to be the set of practices for working out the theory (cf. Sapir 1921; Hartmann 1963; Halliday 1994). Language would be a theory or a whole network of criss-crossing theories for representing our world and ourselves and each other in the world, and for constructing alternative states of the world or alternative worlds. We understand each other insofar as our theories of our language are similar in principle and get more finely tuned during discourse (Beaugrande 1997a). The relations between theory and practice would logically constitute a dialectic , being an interactive cycle wherein two sides guide or control each other. When the dialectic is working smoothly, the practice is theory-driven, and the theory is practice-driven; the theory predicates and accounts for the practice; and the practice specifies and implements the theory. The real-life practices of discourse are strongly theory-driven in obliging the participants to theorise about what words mean, what people intend, what makes sense, and so on. Indeed, discourse is the most theoretical practice humans can perform, and also the most efficient and effective in using the least effort for the most goals. In return, language is the most practical theory humans can devise, offering the resources to shape and guide almost any of our practical activities.
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Extractions: The advent of large corpus data with user-friendly access marks a turning point in the evolution of descriptive linguistics. The lack of such access has fostered an imposing backlog of unresolved problems and portentous evasions throughout the history of modern linguistics, and fomented an endemic reluctance to coordinate theories of language with representative samples of discursive practice. In consequence, the concept of 'language' has undergone a steady process of resolute besieged. That principle can now be fundamentally reassessed. Having access to very large samples confronts us with principled questions about language data, concerning the ratios between quantity and quality, or breadth and depth of description, or uniformity and diversity, or regularities and accidents. I propose here that progress on such questions can be attained through dialectical resolution: the data that raise problems can provide vital support in solving those problems if we can sustain a firmly dialectical balance between theory and practice.
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Extractions: English 213: Introduction to the Study of Language (Spring 2003) Mesa Community College Section 8958, Monday 4:15-8:45 p.m. Jefferson Elementary School Instructor: Dr. Susan Miller Office Location: EO 13 Office Phone: E-mail address: firstname.lastname@example.org Office Hours: Tuesday, Wednesday, and Thursday 1-2 p.m.; and by appointment Course Objectives Define the concept of language, including theories of standard and non-standard language Understand processes and theories of both first and second language acquisition Study different aspects of language, including phonetics, phonology, morphology, syntax, semantics, and sociolinguistics This course, an introduction to the study of language, addresses issues like language structure, language use, and language change. We will focus on language in terms of phonetics, phonology, morphology, syntax, semantics, language acquisition, historical linguistics, and sociolinguistics. Required Textbook Fromkin, Victoria, Robert Rodman, and Nina Hyams. An Introduction to Language th ed.). Boston: Heinle, 2003.
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Extractions: My Educational Experiences Why I want to be a Teacher How I am meeting the ISTE Standards My Educational Experiences Resume ... Image Site My Educational and Professional Development: Education: Top ten percent graduating class, Saline High School, 2000 Currently seeking Elementary Education and Spanish Degree from Western Michigan University Professional Development: Experience working in a special education school. Experience with Taskstream lesson builder. Courses I have taken for my Elementary Education Major: ED 250 - Human Development ED 310 - Educational Psychology ED 312 - Foundations of Reading Instruction EDT 347 - Technology for Elementary Education ED 351- Literacy Development ES 395- School and Society ED 401- Teaching Elementary School Science Courses I have taken for my Spanish Major: Span 200- Intermidiate Spanish I Span 201- Intermediate Spanish II Span 316- Spanish Composition Span 317- Spanish Conversation Span 324- Intro to Spanish Linguistics Span 325- Intro to Spanish Literature Span 452- Advanced Spanish Grammar and Composition Span 453- Advanced Spanish Conversation Choosing a major: When I began my studies at Western Michigan University, I knew I had wanted to be an Elementary Teacher. There was no doubt in my mind that I wanted to teach. Spanish was originally my third minor, but I soon changed that because I realized how much I enjoyed the Spanish language and culture. I want to share my love and enthusiasm with my future students. Also, it will be very marketable when looking for a position in the education field because of the increasing prevalence of the Spanish language and culture in the United States today.
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