By H. L. Mencken
The DEFINITIVE version OF The American Language used to be released in 1936. on the grounds that then it's been well-known as a classic. it truly is that rarest of literary accomplishments—a booklet that's authoritative and medical and is whilst very diverting reading. yet after 1936 HLM endured to collect new fabrics diligently. In 1945 these which relating to the 1st six chapters of The American Language have been released as Supplement I; the current quantity includes these new fabrics which relate to the opposite chapters.
The floor therefore lined in Supplement II is as follows:
1. American Pronunciation. Its history. Its divergence from English usage. The nearby and racial dialects.
2. American Spelling. The impression of Noah Webster upon it. Its characters today. The simplified spelling movement. The therapy of mortgage words. Punctuation, capitalization, and abbreviation.
3. The universal Speech. Outlines of its grammar. Its verbs, pronouns, nouns, adjectives, and adverbs. The double negative. different peculiarities.
4. Proper Names in America. Surnames. Given-names. Place-names. different names.
5. American Slang. Its beginning and history. The argot of varied racial and occupational groups.
Although the textual content of Supplement II is said to that of The American Language, it's an autonomous paintings which may be learn profitably via individuals who have no idea both The American Language or Supplement I.
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Additional info for American Language Supplement 2
M. Norris & L. ), Synthesizing research on language learning and teaching (pp. 133–64). Philadelphia / Amsterdam: John Benjamins. Schooler, L. , & Anderson, J. R. (1990). The disruptive potential of immediate feedback. In Proceedings of the 12th annual conference of the Cognitive Science Society (pp. 702–8). Cambridge, MA. Schmidt, R. , & Bjork, R. A. (1992). New conceptualizations of practice: Common principles in three paradigms suggest new concepts for training. Psychological Science, 3(4), 207–17.
All the studies, with the exception of those by Benati and VanPatten and Oikkenon, reported that explicit grammatical information provided prior to receptive practice significantly contributed to learners’ intake and their written production of old and new exemplars of the Spanish past conditional (Rosa & Leow, 2004a), learners’ intake of Spanish contrary-to-fact conditional sentences (Rosa & O’Neill), and the interpretation and written production of avoir de in French (Wong) after practice. 1.
Language Learning, 47(4), 589–636. Vandergrift, L. (2004). Listening to learn or learning to listen? Annual Review of Applied Linguistics, 24, 3–25. VanLehn, K. (1989). Problem solving and cognitive skill acquisition. In M. I. ), Foundations of cognitive science (pp. 527–79). Cambridge, MA: MIT Press. VanPatten, B. (1996). Input processing and grammar instruction: Theory and research. Norwood, NJ: Ablex. VanPatten, B. (2002a). Processing instruction: An update. Language Learning, 52(4), 755–803.