The conservative principle in our literature : an address before the literary societies of the Hamilton Literary and Theological Institution, Madison County, N.Y. /

Mode of access: Internet.

Lectures on the science of language : delivered at the Royal Institution of Great Britain in April, May, and June, 1861 [and 1863] /

Mode of access: Internet.

Lectures on the science of language : delivered at the Royal Institution of Great Britain in ... 1861 [and 1863] /

Vol. [1]: From the 2d London ed., rev.

Lectures on the science of language delivered at the Royal institution of Great Britain ... 1861 [and 1863].

Mode of access: Internet.

Theological and Semitic literature

Mode of access: Internet.

Virtual learning communities beyond the classroom: perceptions of tertiary Chinese language and non-language learners

As class contact times are reduced as a result of fiscal restraints in the modern tertiary sector, language instructors are placed in the position of having to find new ways to provide experience and continuity in language learning. Extending 'learning communities'—sites of learner knowledge exchange, exposure to diverse learning styles and strategies, and mutual support—beyond the classroom is one solution to maintaining successful linguistic competencies amongst learners. This, however, can conflict with the diverse extra-curricular commitments faced by tertiary students. The flexibility of web-based learning platforms provides one means of overcoming these obstacles. This study investigates learner perceptions of the use of the WebCT platform's computer medicated communication (CMC) tools as a means of extending the community of learning in tertiary Chinese language and non-language courses. Learner responses to Likert and open-ended questionnaires show that flexibility and reduction of negative affect are seen as significant benefits to 'virtual' interaction and communication, although responses are notably stronger in the non-language compared with the language cohort. While both learner cohorts acknowledge positive learning outcomes, CMC is not seen to consistently further interpersonal rapport beyond that established in the classroom. Maintaining a balance between web-based and classroom learning emerges as a concern, especially amongst language learners. [Author abstract, ed]

Identifiability and definiteness in Chinese

This article explores how the pragmatic notion of identfiability is encoded in Chinese. It presents a detailed analysis of the distinctive linguistic devices, including lexical, morphological, and position in sentence, which are employed in Chinese to indicate the interpretation of referents in respect of identifiability. Of the major determiners in Chinese, demonstratives are developing uses of a definite article, and yi 'one' + classier has developed uses of an indefinite article, although morphologically and in some cases also functionally they have not yet been fully grammaticalized. What makes Chinese further different from languages like English is the interpretation in this regard of what are called indeterminate lexical encodings, which include bare NPs and cardinality expressions. They by themselves are neutral in respect of the interpretation of identifiability. For indeterminate expressions, there is a strong but seldom absolute correlation between the interpretation of identiability or nonidentfiability and their occurrence in different positions in a sentence. Unlike the cases with several other languages without articles like Czech, Hindi, and Indonesian, the features of definiteness and indefiniteness cannot be obligatorily and uniquely specified for nominal expressions in Chinese. The findings in this article lead to the conclusion that definiteness as a grammatical category defined in the narrow sense has not been fully developed in Chinese.

Student expectations of TESOL programs: Student and teacher perspectives

Most practitioners teaching English to speakers of other languages (TESOL) will agree that students come with some expectations about course content and teaching methodology and that these expectations play a vital role in student motivation and learning. However, the study of student expectations has been a surprising omission from Second Language Acquisition research. In the studies reported here, the authors develop a model of student expectations by adapting the Expectation Disconfirmation paradigm, widely used in consumer psychology. Student and teacher perspectives on student expectations were gathered by interviews. Responses shed light on the nature of expectations, factors causing expectations and effects of expectation fulfilment (or lack of it). The findings provide new avenues for research on affective factors as well as clarify some ambiguities in motivational research in second language acquisition. The model presented here can be used by teachers or institutions to conduct classroom-based research, thus optimising students' learning and performance, and enhancing student morale.

On the distribution and notation of the Etruscan sibilants

A mechanical rule proposed in 1997 by Massimo Pittau for the distribution of the Etruscan sibilant graphemes sigma and san is investigated and found wanting. The etymological distribution proposed by Helmut Rix is clearly superior, yet many scholars appear reluctant to embrace Rix's findings. It is suggested that this reluctance stems in part from the incompatibility of Rix's notation with the traditional system. Consequently a simple method of reconciling the two systems is Proposed and then demonstrated in exhibiting the data relevant to Pittau's rule.