000			04700nam a2200325 i 4500
003			CSPC
005			20260114085646.0
008			260105s2024 onca b 001 0 eng d
020			_a9781774698969
040			_cCSPC
050	0	0	_aP128.C664 _b.855 2024
082	0	0	_a410 _bK959e _223
100	1		_aKulkarni, Prafull D., _eauthor.
245	1	0	_aExploring linguistic science : _blanguage use, complexity, and interaction / _cPrafull D. Kulkarni.
264		1	_aBurlington, Ontario : _bSociety Publishing, _c2024.
300			_axii, 235 pages : _billustrations ; _c24 cm.
336			_2rdacontent _atext
337			_2rdamedia _aunmediated
338			_2rdacarrier _avolume
504			_aIncludes bibliographical references and index.
505	0		_aWhy study linguistics -- Important subfields of linguistics -- The interdisciplinary nature of linguistics -- Child language acquisition -- The distinction between language and people -- Second language acquisition -- Why do some people have an accent -- Language and culture -- Endangered languages -- The politics of language.
520	0		_a"Communication happens when an individual acts with the goal of influencing another's mind, such as by getting them to consider an idea, and when the other individual recognizes the intention of the first individual to shape their opinions. It is obvious that one can influence another individual's mind without intending to. The history of the English language, language variation (i.e., dialects), language learning, and English spelling are among the topics covered in this volume. Oftentimes, when individuals hear the term "grammar," they think about "correct" or "incorrect." This way of thinking about language is called prescriptive. The English language has along history of classifying certain expressions as right and others as wrong. The goal of this method is to describe and comprehend a community's linguistic behavior without judging it. When a community member employs this expression, some words are unopposed from a descriptive perspective. Nevertheless, in formal writing and speaking, for instance, it is unacceptable to the general public. The perspective that is presented in this volume is primarily descriptive. However, formal public speaking and writing generally describe the language used unless the topic is explicitly about linguistic variation. The authors acknowledge that as language evolves, so must the prescriptive rules as well. Instead of imposing (often irrelevant) restrictions on the language and its usage, these rules must be descriptions of the current best practices. The use of Web 2.0 technologies like podcasts, wikis, instant messengers, blogs, online social communities (like Facebook), and audio-visual conferencing tools (such as YouTube) in education has considerably grown. In addition, the effects of blogging on college-level linguistics learning are examined in this volume. The authors have examined the benefits of using educational blogs from a variety of angles. According to the volume, blogs also promote social and peer interaction and improve literacy, Blog users have more chances to discuss and reflect on each other's points of view, which sets them apart from traditional classrooms. Three types of literacy are described by the authors: productive, reflective, and functional. Though all three are essential, reflective literacy is especially crucial when reading or writing historical genres that allow scholars to think about ideas. When one considers the question of whose perspective the writing represents and whose perspective is implied in which reading, this becomes critical. It is from this form of a deeper comprehension of what the text implies that we can advance to clarification questions. For instance, students would not only take note of a text's structure but also inquire as to why it is structured that way; What would vary, for whom, and at what cost if the structure were altered? They wouldn't just see whose voice(s) underpin messages of what class. They would likewise inquire as to why these discussions and messages go together, what voices are missing, and why. Indeed, this is a challenge to discourse norms themselves." -- Back cover
650		0	_aComplexity (Linguistics).
650		0	_aLanguage and languages _vGrammar _xStudy and teaching (Higher).
650		0	_aLanguage and languages _vUsage _xStudy and teaching (Higher).
650		0	_aLinguistic analysis (Linguistics).
650		0	_aApplied linguistics.
942			_2ddc _n0 _cBK _h410 _iK959e _kCIR _m2024 _e23
999			_c31367 _d31367