The development of phrasal verbs in British English from 1650 to 1990: A corpus-based study
This dissertation tackles some of these and other questions concerning the nature of phrasal verbs. On the one hand, I intend to delimit the concept of phrasal verb as conceived of in PDE. On the other hand, I aim at filling a gap in literature of phrasal verbs by carrying out a corpus analysis of the development of these structures in the most recent history of English, more precisely between 1650 and 1990. The third aim of the present dissertation is to establish a relationship between these structures and the processes of grammaticalization, lexicalization and idiomatization.
The Handbook of Phonological Theory, second edition offers an innovative and detailed examination of recent developments in phonology, and the implications of these within linguistic theory and related disciplines.
Revised from the ground-up for the second edition, the book is comprised almost entirely of newly-written and previously unpublished chapters
Addresses the important questions in the field including learnability, phonological interfaces, tone, and variation, and assesses the findings and accomplishments in these domains
Brings together a renowned and international contributor team
Vague words, like "tall," "rich," and "old," lack clear boundaries of application: no clear line divides the tall people from the above average, or the old people from the middle-aged. Because they lack clear boundaries, these ordinary words cause logical and semantic problems in various disciplines including philosophy, decision theory, and the law. Philosophers and linguists have proposed several theories of vagueness to handle these difficulties, but none has been widely accepted.
The confusion with “anyone and any one” and “none and no one” could be blamed on the way they sound. Folks speak more than they write, so these words are often incorrectly swapped when put onto paper.
Synthesizing twenty-five years of the most significant and influential findings of published research on second language writing in English, this volume promotes understanding and provides access to research developments in the field. Overall, it distinguishes the major contexts of English L2 learning in North America, synthesizes the research themes, issues, and findings that span these contexts, and interprets the methodological progression and substantive findings of this body of knowledge.
