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Introduction Andreas Dufter Dufter, Andreas Daniel Jacob Jacob, Daniel 1
Topicalization and focalization in French SI-clauses Jeanne Aptekman Aptekman, Jeanne 19
Discourse functions of fronted foci in Italian and Spanish Lisa Brunetti Brunetti, Lisa 43
Clefting and discourse organization: Comparing Germanic and Romance Andreas Dufter Dufter, Andreas 83
Cleft sentences from Old Portuguese to Modern Portuguese Mary A. Kato Kato, Mary A. Ilza Ribeiro Ribeiro, Ilza 123
Fronting and verum focus in Spanish Manuel Leonetti Leonetti, Manuel Victoria Escandell-Vidal Escandell-Vidal, Victoria 155
Additive focus particles in bilingual language acquisition Estelle Leray Leray, Estelle 205
Major constituent order, information packaging, and narrative structure in two Middle French texts Claude Mutter Mutter, Claude 239
Grammatical and contextual restrictions on focal alternatives Edgar Onea Onea, Edgar Klaus von Heusinger von Heusinger, Klaus 281
Verb placement in Old Portuguese Esther Rinke Rinke, Esther 309
Topic, focus, and background in Italian clauses Vieri Samek-Lodovici Samek-Lodovici, Vieri 333
Index 359
| Price | Condition | Delivery | Seller | Action |
| $149.00 | Digital |
| WonderClub |
Man Wah Wong
reviewed Focus and Background in Romance Languages on July 27, 2015
Focus and Background in Romance Languages
I think the low ratings are unfair as I believe many of the reviewers do not realize this book is for young people. As a speech/language pathologist, the content was a review for me...but I also really enjoy David Crystal's books, so I picked it up to see what he would say. I found the style to be easy-breezy enough, but packed full of the "need to know" conceptual information vital to briefly understanding how language develops given real-life examples. I was seized with the wish that all teacher preparation programs would make this required reading. In this book are concepts that are so integral to learning, but those I truly believe many teachers don't realize are foundational for a student's understanding of their instruction. It is a conversational enough book to be non-threatening to one's time and effort (I finished it in an afternoon) and would increase the understanding and empathy among educators of the many variables (and potential road-blocks) to children's communication which is so relied upon for participating in today's learning environments.
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