Table Of ContentLinguistics in Context: Connecting
Observation and Understanding
Lectures from the 1985 LSA/TESOL
and NEH Institutes
edited by
Deborah Tannen
Georgetown University
Volume XXIX in the Series
ADVANCES IN DISCOURSE PROCESSES
Roy 0. Freedle, Editor
(A) ABLEX PUBLISHING CORPORATION NORWOOD, NEW JERSEY(cid:13)(cid:10)
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Copyright © 1988 by Ablex Publishing Corporation
All rights reserved. No part of this publication may be reproduced, stored in
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Printed in the United States of America
Library of Congress Cataloging-in-Publication Data
Linguistics in context: connecting observation and understanding / edited by
Deborah Tannen.
p. cm.—(Advances in discourse processes; v. 29)
Selected lectures and an introduction from the 1985 LSA/TESOL and NEH
Institutes, held at Georgetown University, June 24-Aug. 2, 1985.
Bibliography: p.
Includes index.
ISBN 0-89391-454-1. ISBN 0-89391-455-X (pbk.)
1. Linguistic analysis (Linguistics)—Congresses. 2. Language and languages—
Study and teaching—Congresses. 3. Poetry—Study and teaching—Congresses.
I. Tannen, Deborah. II. LSA/TESOL Institute (1985: Georgetown University)
III. Series.
P126.L54 1987
410—dcl9 87-19704
CIP
Ablex Publishing Corporation
355 Chestnut Street
Norwood, New Jersey 07648
To Michael
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Contents
Contributors ix
Preface xiii
Introduction 1
I. NEH LECTURES: HUMANISTIC APPROACHES TO
LINGUISTIC ANALYSIS 15
1. Language in Particular: A Lecture 17
A. L. Becker
2. Inarticulateness 37
R. P. McDermott
3. The Autobiographical Impulse 69
Harold Rosen
4. Hearing Voices in Conversation, Fiction, and Mixed
Genres 89
Deborah Tannen
II. THE NATURE AND USE OF LANGUAGE AND
LINGUISTIC THEORY 115
5. Emergen t Grammar and the A Priori Grammar
Postulate 117
Paul Hopper
6. Discourse as an Interactional Achievement II: An Exercise in
Conversation Analysis 135
Emanuel A. Schegloff
7. The Judicial Testing of Linguistic Theory 159
William Labov
v
vi CONTENTS
III. POETRY: LINGUISTIC ANALYSIS AND LANGUAGE
TEACHING 183
8. Poetry and Pedagogy 185
H. G. Widdomon
9. The Unheralded Revolution in the Sonnet: Toward a
Generative Model 199
Paul Friedrich
10. Bridging Language Learning, Language Analysis, and Poetry,
via Experimental Syntax 221
Kenneth L. Pike
IV. LANGUAGE LEARNING AND TEACHING 247
11. From Context to Communication: Paths to Second Language
Acquisition 249
Muriel Saville-Troike
12. Do We Learn to Read by Reading?: The Relationship
Between Free Reading and Reading Ability 269
Stephen D. Krashen
13. Language Learning and Language Teaching: Towards an
Integrated Model 299
Peter Strevens
Author Index 313
Subject Index 318
Preface to the Series
Roy O. Freedle
Series Editor
This series of volumes provides a forum for the cross-fertilization of ideas
from a diverse number of disciplines, all of which share a common interest
in discourse—be it prose comprehension and recall, dialogue analysis, text
grammar construction, computer simulation of natural language, cross-cultural
comparisons of communicative competence, or other related topics. The prob
lems posed by multisentence contexts and the methods required to investigate
them, while not always unique to discourse, are still sufficiently distinct as to
benefit from the organized mode of scientific interaction made possible by this
series.
Scholars working in the discourse area from the perspective of sociolinguistics,
psycholinguistics, ethnomethodology and the sociology of language, educational
psychology (e.g., teacher-student interaction), the philosophy of language, com
putational linguistics, and related subareas are invited to submit manuscripts
of monograph or book length to the series editor. Edited collections of original
papers resulting from conferences will also be considered.
Volumes in the Series
Vol. I. Discourse Production and Comprehension. Roy O. Freedle (Ed.), 1977.
Vol. II. New Directions in Discourse Processing. Roy O. Freedle (Ed.), 1979.
Vol. III. The Pear Stories: Cognitive, Cultural, and Linguistic Aspects of Nar
rative Production. Wallace L. Chafe (Ed.), 1980.
Vol. IV. Text, Discourse, and Process: Toward a Multidisciplinary Science of
Texts. Robert de Beaugrande, 1980.
Vol. V. Ethnography and Language in Educational Settings. Judith Green &
Cynthia Wallat (Eds.), 1981.
Vol. VI. Latino Language and Communicative Behavior. Richard P. Duran (Ed.),
1981.
Vol. VII. Narrative, Literacy and Face in Interethnic Communication. Ron Scol-
lon & Suzanne Scollon, 1981.
Vol. VIII. Linguistics and the Professions. Robert J. DiPietro (Ed.), 1982.
vii
Vlii PREFACE TO THE SERIES
Vol. IX. Spoken and Written Language: Exploring Orality and Literacy. Deborah
Tannen (Ed.), 1982.
Vol. X. Developmental Issues in Discourse. Jonathan Fine & Roy O. Freedle
(Eds.), 1983.
Vol. XI. Text Production: Toward a Science of Composition. Robert de Beau-
grande, 1984.
Vol. XII. Coherence in Spoken and Written Discourse. Deborah Tannen (Ed.),
1984.
Vol. XIII. The Development of Oral and Written Language in Social Contexts.
Anthony D. Pellegrini & Thomas D. Yawkey (Eds.), 1984.
Vol. XIV. What People Say They Do With Words. Jef Verschueren, 1985.
Vol. XV. Systemic Perspectives on Discourse, Volume 1: Selected Theoretical
Papers from the 9th International Systemic Workshop. James D. Benson
& William S. Greaves (Eds.), 1985.
Vol. XVI. Systemic Perspectives on Discourse, Volume 2: Selected Applied Papers
from the 9th International Systemic Workshop. James D. Benson &
William S. Greaves (Eds.), 1985.
Vol. XVII. Structures and Procedures of Implicit Knowledge. Arthur C. Graesser
& Leslie F. Clark, 1985.
Vol. XVIII. Contexts of Reading. Carolyn N. Hedley & Anthony N. Baratta (Eds.),
1985.
Vol. XIX. Discourse and Institutional Authority: Medicine, Education, and Law.
Sue Fisher & Alexandra Dundas Todd (Eds.), 1986.
Vol. XX. Evidentiality: The Linguistic Coding of Epistemology. Wallace Chafe
& Johanna Nichols (Eds.), 1986.
Vol. XXI. The Acquisition of Literacy: Ethnographic perspectives. Bambi B. Schief-
felin & Perry Gilmore (Eds.), 1986.
Vol. XXII. Cognitive and Linguistic Analyses of Test Performance. Roy O. Freedle
& Richard P. Duran (Eds.), 1987.
Vol. XXIII. Linguistic Action: Some Empirical-Conceptual Studies. Jef Verschueren
(Ed.), 1987.
Vol. XXIV. Text and Epistemology. William Frawley, 1987.
Vol. XXV. Second Language Discourse: A Textbook of Current Research. Jonathan
Fine (Ed.), 1988.
Vol. XXVI. Systemic Functional Approaches to Discourse. James D. Benson &
William S. Greaves (Eds.), 1988.
Vol. XXVII. Language Development: Learning Language, Learning Culture. Ruqaiya
Hasan & James Martin (Eds.), 1987.
Vol. XXVIII. Multiple Perspective Analyses of Classroom Discourse. Judith L. Green
& Judith O. Harker (Eds.), 1988.
Vol. XXIX. L inguistics in Context: Connecting Observation and Understanding.
Deborah Tannen (Ed.), 1988.
Vol. XXX. Gender and Discourse: The Power of Talk. Alexandra D. Todd & Sue
Fisher (Eds.), 1988.
Contributors
A. L. BECKER is Professor Emeritus of Linguistics and Anthropology
at the University of Michigan, currently affiliated with the Malay
National University. He received his B.A. and M.A. in English literature
and his Ph.D. in linguistics at the University of Michigan. He has had
field experience in Burma and Indonesia and has written extensively
on Southeast Asian languages and arts. At present he is concentrating
on the theory, history, and practice of translation. He can be reached
through the Center for South and Southeast Asian Studies, University
of Michigan.
PAUL FRIEDRICH is Professor of Anthropology and Linguistics at
the University of Chicago. He grew up in Massachusetts and Vermont,
was trained at Harvard and Yale (his MA is in Slavic languages and
literature), and has done over five years of anthropological and linguistic
fieldwork among Russian dissidents, the Nayars of the Malabar Coast,
and the Tarascan Indians of southwestern Mexico. He has taught and
published widely in ethnographic semantics, historical linguistics, po
litical anthropology, mythology, language and culture, and poetry and
poetics. His many books include Language, Context, and the Imagi-
nation; The Princes of Naranja; The Meaning of Aphrodite; and The
Language Parallax. He has been teaching at the University of Chicago
since 1962, and has been a Guggenheim Fellow.
PAUL HOPPER is Professor of Linguistics and Anthropology at the
State University of New York at Binghamton. He has studied in Europe,
the USA, and Southeast Asia (he received his Ph.D. in linguistics at
the University of Texas, Austin), and has held fellowships from the
Guggenheim Foundation, the Fulbright Program, and the American
Council of Learned Societies. He has taught at several Linguistic In
stitutes; he was Collitz Professor of Comparative Philology at the 1983
Institute at UCLA. He has taught at several universities in the US,
including Washington University and the University of Hawaii. He is
the author and editor of books and articles on Indo-European, Ger
manic, and Austronesian linguistics, and on linguistic typology and
pragmatics.
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