{"product_id":"introductory-linguistics-for-speech-and-language-clinicians-and-practitioners-paperback-softback-9781394209972","title":"Introductory Linguistics for Speech and Language Clinicians and Practitioners (Paperback \/ softback) 9781394209972","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eIntroductory Linguistics for Speech and Language Clinicians and Practitioners\u003c\/font\u003e\u003cbr\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003c\/p\u003e\n\u003cp\u003e\u003cfont size=\"4\"\u003eNick Riches (Author), Carol Moxam (Author)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9781394209972, Wiley\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 5 February 2026\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e240 pages\u003cbr\u003e25.3 x 20.4 x 1.8 cm, 0.567 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003e\u003cp\u003e\u003cb\u003eA practical introduction to linguistics for speech and language therapy practice\u003c\/b\u003e \u003c\/p\u003e\n\u003cp\u003eIn the newly revised second edition of \u003ci\u003eIntroductory Linguistics for Speech and Language Clinicians and Practitioners\u003c\/i\u003e, a team of distinguished speech researchers and clinicians deliver a practical introduction to linguistics. As a highly focused text designed to teach those aspects of linguistics that are most important in clinical practice, the book covers key concepts in morphology, syntax, semantics, discourse, and pragmatics. \u003c\/p\u003e\n\u003cp\u003eEach chapter demonstrates its relevance to practising speech language therapists and offers an integrated approach that incorporates relevant clinical resources. These include hands-on exercises that test the reader’s understanding of foundational principles and assist in the application of this knowledge to other areas of study and practice. \u003c\/p\u003e\n\u003cp\u003eReaders will also find: \u003c\/p\u003e\n\u003cul\u003e\n\u003cli\u003e A thorough introduction to linguistic concepts that speech and language therapists rely on every day\u003c\/li\u003e\n\u003cli\u003e A “sandwich approach” to bridging theory and practice, involving the combination of clinical case examples with clear explanations of theory and concluding with a discussion of clinical relevance\u003c\/li\u003e\n\u003cli\u003e Reinforcement exercises that help consolidate key terms, concepts, and theories\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003ePerfect for pre-registration speech and language sciences students and newly qualified practitioners, \u003ci\u003eIntroductory Linguistics for Speech and Language Clinicians and Practitioners\u003c\/i\u003e will also benefit experienced speech and language therapists seeking a refresher on important concepts, and students of linguistic theory.\u003c\/p\u003e\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cp\u003ePreface xiii\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 1 Fundamental Concepts\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 You Say Tom- mah- dah and I say To- may- dah 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e1.1 Clinical Orientation 3\u003c\/p\u003e \u003cp\u003e1.2 Linguistic Prescriptivism 5\u003c\/p\u003e \u003cp\u003e1.3 Hypercorrection 7\u003c\/p\u003e \u003cp\u003e1.4 Origins of Linguistic Prescriptivism 8\u003c\/p\u003e \u003cp\u003e1.5 The Ongoing Battle with Prescriptivism 9\u003c\/p\u003e \u003cp\u003e1.6 So What Makes A Sentence ‘Grammatical’? 11\u003c\/p\u003e \u003cp\u003e1.7 So What Do We Mean by Having A Language Impairment? 12\u003c\/p\u003e \u003cp\u003e1.8 Clinical Application 14\u003c\/p\u003e \u003cp\u003e1.8.1 Cultural Awareness 14\u003c\/p\u003e \u003cp\u003e1.8.2 Some Take- Home Messages 15\u003c\/p\u003e \u003cp\u003e1.9 Concept Checking 16\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Word Classes 17\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e2.1 Clinical Orientation 17\u003c\/p\u003e \u003cp\u003e2.1.1 Optional and Obligatory Words 17\u003c\/p\u003e \u003cp\u003e2.2 The Building Blocks of Language 18\u003c\/p\u003e \u003cp\u003e2.3 Defining Words 18\u003c\/p\u003e \u003cp\u003e2.3.1 Towards a Definition of Wordhood 18\u003c\/p\u003e \u003cp\u003e2.3.2 A Word Is a Unit of Meaning 19\u003c\/p\u003e \u003cp\u003e2.3.3 Words Are Small but Independent 21\u003c\/p\u003e \u003cp\u003e2.3.4 It Gets Messy 22\u003c\/p\u003e \u003cp\u003e2.4 Word Classes 23\u003c\/p\u003e \u003cp\u003e2.4.1 How Do We Define Word Classes? 23\u003c\/p\u003e \u003cp\u003e2.4.2 The Content Versus Function Word Distinction 24\u003c\/p\u003e \u003cp\u003e2.5 Learning the Word Classes 25\u003c\/p\u003e \u003cp\u003e2.5.1 Part 1 – A Tabular Approach 25\u003c\/p\u003e \u003cp\u003e2.5.2 Part 2 – A Phrase- Based Approach 28\u003c\/p\u003e \u003cp\u003e2.5.3 Learning Word Classes from Their Names 29\u003c\/p\u003e \u003cp\u003e2.5.4 Learning Word Classes Via Metaphors 30\u003c\/p\u003e \u003cp\u003e2.6 Clinical Applications 30\u003c\/p\u003e \u003cp\u003e2.7 Concept Checking 31\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Morphemes 32\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e3.1 Clinical Orientation 32\u003c\/p\u003e \u003cp\u003e3.2 Definitions 33\u003c\/p\u003e \u003cp\u003e3.2.1 The Distinction Between a Word and a Morpheme 33\u003c\/p\u003e \u003cp\u003e3.2.2 A Typology of Morphemes 33\u003c\/p\u003e \u003cp\u003e3.3 Morphosyntactic Difficulties and Language Impairments 36\u003c\/p\u003e \u003cp\u003e3.4 The Multiple Vulnerability of Morphosyntax 37\u003c\/p\u003e \u003cp\u003e3.4.1 Phonetic Vulnerability 37\u003c\/p\u003e \u003cp\u003e3.4.2 Syntactic Vulnerability 37\u003c\/p\u003e \u003cp\u003e3.4.3 Semantic Vulnerability 38\u003c\/p\u003e \u003cp\u003e3.4.4 Putting it All Together 38\u003c\/p\u003e \u003cp\u003e3.5 What About Derivational Morphology? 39\u003c\/p\u003e \u003cp\u003e3.6 Clinical Applications 40\u003c\/p\u003e \u003cp\u003e3.6.1 How Did You Do? 40\u003c\/p\u003e \u003cp\u003e3.7 Concept Checking 42\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Phrases 43\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e4.1 Clinical Orientation 43\u003c\/p\u003e \u003cp\u003e4.2 The Movement Test for Phrases 44\u003c\/p\u003e \u003cp\u003e4.2.1 Giving Names to Phrases 45\u003c\/p\u003e \u003cp\u003e4.3 Other Tests for Phrasehood 46\u003c\/p\u003e \u003cp\u003e4.3.1 The Replacement Test 46\u003c\/p\u003e \u003cp\u003e4.3.2 The Question\/Answer Test 46\u003c\/p\u003e \u003cp\u003e4.3.3 The Coordination Test 47\u003c\/p\u003e \u003cp\u003e4.4 Clinical Implications 48\u003c\/p\u003e \u003cp\u003e4.4.1 Developmental Stages 48\u003c\/p\u003e \u003cp\u003e4.4.2 Types of Phrasal Elaboration 48\u003c\/p\u003e \u003cp\u003e4.5 Concept Checking 49\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Syntactic Functions 50\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e5.1 Clinical Orientation 50\u003c\/p\u003e \u003cp\u003e5.2 A Linguistic Puzzle 50\u003c\/p\u003e \u003cp\u003e5.3 What Are Syntactic Functions? 51\u003c\/p\u003e \u003cp\u003e5.4 Exploring Subjects 53\u003c\/p\u003e \u003cp\u003e5.4.1 They Are Obligatory 53\u003c\/p\u003e \u003cp\u003e5.4.2 Subjects Must Agree 54\u003c\/p\u003e \u003cp\u003e5.4.3 A Subject Pronoun Must Have a Special Form 55\u003c\/p\u003e \u003cp\u003e5.5 Objects 57\u003c\/p\u003e \u003cp\u003e5.6 Post- Verbal Functions 57\u003c\/p\u003e \u003cp\u003e5.6.1 The Role of the Verb 57\u003c\/p\u003e \u003cp\u003e5.6.2 Types of Object 58\u003c\/p\u003e \u003cp\u003e5.6.3 Subject and Object Complements 60\u003c\/p\u003e \u003cp\u003e5.6.4 Optional Functions – Adverbials and Post- Modifiers 61\u003c\/p\u003e \u003cp\u003e5.7 Clinical Implications 62\u003c\/p\u003e \u003cp\u003e5.7.1 Identifying Errors Task 62\u003c\/p\u003e \u003cp\u003e5.7.2 Possible Therapy Methods 63\u003c\/p\u003e \u003cp\u003e5.8 Concept Checking 65\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Tense and Aspect 66\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e6.1 Clinical Orientation 66\u003c\/p\u003e \u003cp\u003e6.1.1 The Magic of Time Travel 66\u003c\/p\u003e \u003cp\u003e6.1.2 The Truth- Conditional Role of Tense 66\u003c\/p\u003e \u003cp\u003e6.1.3 The Conundrum of the Future 68\u003c\/p\u003e \u003cp\u003e6.2 Aspect 69\u003c\/p\u003e \u003cp\u003e6.2.1 Lexical Aspect 69\u003c\/p\u003e \u003cp\u003e6.2.2 Grammatical Aspect 70\u003c\/p\u003e \u003cp\u003e6.2.3 Combining Tense and Grammatical Aspect 73\u003c\/p\u003e \u003cp\u003e6.3 The Various Forms of the Verb 74\u003c\/p\u003e \u003cp\u003e6.4 The Formal Challenge of Tense and Grammatical Aspect 76\u003c\/p\u003e \u003cp\u003e6.5 The Role of Tense in Forming Negatives and Questions 77\u003c\/p\u003e \u003cp\u003e6.6 Clinical Implications 80\u003c\/p\u003e \u003cp\u003e6.6.1 Answer to Jo- Wang Lin Quote 80\u003c\/p\u003e \u003cp\u003e6.6.2 Assessing Tense Marking 81\u003c\/p\u003e \u003cp\u003e6.6.3 Intervention Methods 81\u003c\/p\u003e \u003cp\u003e6.7 Concept Checking 81\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 2 Language Above the Sentence\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Cohesion and Coherence – Ways to Navigate the Linguistic Stream 85\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e7.1 Clinical Orientation 85\u003c\/p\u003e \u003cp\u003e7.2 The Stream of Words: An Introduction to “Discourse” 85\u003c\/p\u003e \u003cp\u003e7.3 Cohesion and Coherence 86\u003c\/p\u003e \u003cp\u003e7.4 Exploring Cohesion 87\u003c\/p\u003e \u003cp\u003e7.4.1 Anaphora 87\u003c\/p\u003e \u003cp\u003e7.4.2 Ellipsis 89\u003c\/p\u003e \u003cp\u003e7.4.3 Cohesion Between Clauses\/Sentences 89\u003c\/p\u003e \u003cp\u003e7.5 Coherence 90\u003c\/p\u003e \u003cp\u003e7.6 Getting the Balance Right 91\u003c\/p\u003e \u003cp\u003e7.7 Clinical Implications 91\u003c\/p\u003e \u003cp\u003e7.8 Concept Checking 92\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Complex Sentences Part 1: Complex Sentences with a Discourse Function 93\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e8.1 Clinical Orientation 93\u003c\/p\u003e \u003cp\u003e8.1.1 Analysing the Structure of Complex Sentences 93\u003c\/p\u003e \u003cp\u003e8.1.2 Why Do We Use Complex Sentences? 95\u003c\/p\u003e \u003cp\u003e8.2 Subordinate Clauses and How to Categorise Them 96\u003c\/p\u003e \u003cp\u003e8.3 Adverbial Clauses 96\u003c\/p\u003e \u003cp\u003e8.3.1 Conjunctions 98\u003c\/p\u003e \u003cp\u003e8.4 Relative Clauses 100\u003c\/p\u003e \u003cp\u003e8.4.1 What Is a Relative Clause? 100\u003c\/p\u003e \u003cp\u003e8.4.2 The Adaptability of Relative Clauses 102\u003c\/p\u003e \u003cp\u003e8.4.3 Relative Clauses in Research 103\u003c\/p\u003e \u003cp\u003e8.4.4 Drilling Down into the Processing of Relative Clauses 105\u003c\/p\u003e \u003cp\u003e8.5 The “Dastardly” Passive 105\u003c\/p\u003e \u003cp\u003e8.5.1 Formation of the Passive 105\u003c\/p\u003e \u003cp\u003e8.5.2 Debates About the Acceptability of the Passive 106\u003c\/p\u003e \u003cp\u003e8.5.3 Passives in the Study of Language Impairments 107\u003c\/p\u003e \u003cp\u003e8.6 Back to Discourse 107\u003c\/p\u003e \u003cp\u003e8.7 Clinical Implications 108\u003c\/p\u003e \u003cp\u003e8.7.1 Recap on Children’s Descriptions of Sporting Activities 108\u003c\/p\u003e \u003cp\u003e8.7.2 Intervention Approaches 108\u003c\/p\u003e \u003cp\u003e8.7.3 Possible Activities to Support Complex Sentences 108\u003c\/p\u003e \u003cp\u003e8.8 Concept Checking 109\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Complex Sentences 2 - Thinking Saying and Feeling 110\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e9.1 Clinical Orientation 110\u003c\/p\u003e \u003cp\u003e9.2 Recap on Adverbial Clauses and Relative Clauses 110\u003c\/p\u003e \u003cp\u003e9.3 Introducing Subordinate Clauses in Direct Object Position 111\u003c\/p\u003e \u003cp\u003e9.3.1 Clauses in Subject Position 111\u003c\/p\u003e \u003cp\u003e9.4 Clauses in Subject Complement and Object Complement Position 112\u003c\/p\u003e \u003cp\u003e9.5 Subordinate Clauses After Nouns and Adjectives 113\u003c\/p\u003e \u003cp\u003e9.6 Words Which Introduce Subordinate Clauses 114\u003c\/p\u003e \u003cp\u003e9.7 A Deep Dive into the Cognitive Underpinnings of Subordination 114\u003c\/p\u003e \u003cp\u003e9.7.1 More About the Meaning of Subordinate Clauses 114\u003c\/p\u003e \u003cp\u003e9.7.2 Subordination in Autism False Belief Tasks and “Theory of Mind” 115\u003c\/p\u003e \u003cp\u003e9.7.3 Evaluation 116\u003c\/p\u003e \u003cp\u003e9.8 Clinical Implications 117\u003c\/p\u003e \u003cp\u003e9.8.1 Practical Applications in Speech and Language Therapy 117\u003c\/p\u003e \u003cp\u003e9.8.2 General Conclusion 118\u003c\/p\u003e \u003cp\u003e9.9 Concept Checking 119\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 3 Language and Meaning\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Word Meanings 123\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e10.1 Clinical Orientation 123\u003c\/p\u003e \u003cp\u003e10.2 Hard and Soft Problems 123\u003c\/p\u003e \u003cp\u003e10.3 The Hard Problem of Word Meanings 123\u003c\/p\u003e \u003cp\u003e10.4 Words as Windows 126\u003c\/p\u003e \u003cp\u003e10.5 A Mixed Ecosystem 127\u003c\/p\u003e \u003cp\u003e10.6 Structure in the Lexicon 127\u003c\/p\u003e \u003cp\u003e10.6.1 Neighbourhood Structure 127\u003c\/p\u003e \u003cp\u003e10.6.2 Semantic Neighbourhoods Based on Similar Meanings 129\u003c\/p\u003e \u003cp\u003e10.6.3 Same Versus Opposite Meaning Relationships 131\u003c\/p\u003e \u003cp\u003e10.6.4 Words Which Share Meanings: Homonyms and Polysemes 132\u003c\/p\u003e \u003cp\u003e10.6.5 Polysemy as a General Linguistic Phenomenon 136\u003c\/p\u003e \u003cp\u003e10.6.6 Homophones and Homographs 138\u003c\/p\u003e \u003cp\u003e10.6.7 Why the Term Homonym Often Causes Confusion? 138\u003c\/p\u003e \u003cp\u003e10.7 Clinical Implications 139\u003c\/p\u003e \u003cp\u003e10.7.1 Clinical Challenges: Navigating Word Meanings and Hierarchies – Answer 139\u003c\/p\u003e \u003cp\u003e10.7.2 Discussion Point: Tests of Vocabulary 140\u003c\/p\u003e \u003cp\u003e10.7.3 Breadth or Depth? 141\u003c\/p\u003e \u003cp\u003e10.8 Concept Checking 142\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Argument Structure: Painting Pictures with Words 143\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e11.1 Clinical Orientation 143\u003c\/p\u003e \u003cp\u003e11.2 Introduction 143\u003c\/p\u003e \u003cp\u003e11.3 Propositions 143\u003c\/p\u003e \u003cp\u003e11.4 Argument Structure 145\u003c\/p\u003e \u003cp\u003e11.5 Valence (Valency) 147\u003c\/p\u003e \u003cp\u003e11.5.1 Thematic Roles 148\u003c\/p\u003e \u003cp\u003e11.5.2 But Why So Many Levels? 149\u003c\/p\u003e \u003cp\u003e11.5.3 It Gets Messy 150\u003c\/p\u003e \u003cp\u003e11.5.4 Working Our Way Through the Mess 152\u003c\/p\u003e \u003cp\u003e11.6 Clinical Implications 153\u003c\/p\u003e \u003cp\u003e11.6.1 Revisiting Patient BM 153\u003c\/p\u003e \u003cp\u003e11.6.2 Intervention Paradigms for Argument Structure 153\u003c\/p\u003e \u003cp\u003e11.7 Concept Checking 154\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 4 Language in Context\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Introduction to Pragmatics 157\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e12.1 The Wonderful World of Pragmatics 157\u003c\/p\u003e \u003cp\u003e12.1.1 The 93% Myth and Why it Persists 157\u003c\/p\u003e \u003cp\u003e12.1.2 The Code View of Communication and its Limitations 157\u003c\/p\u003e \u003cp\u003e12.2 The Role of Inference 158\u003c\/p\u003e \u003cp\u003e12.3 The Role of Intention 159\u003c\/p\u003e \u003cp\u003e12.4 linguistic Versus Social Pragmatics 160\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Linguistic Pragmatics 161\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e13.1 Clinical Orientation 161\u003c\/p\u003e \u003cp\u003e13.2 The Scope of Linguistic Pragmatics 161\u003c\/p\u003e \u003cp\u003e13.3 Speech Act Theory 162\u003c\/p\u003e \u003cp\u003e13.3.1 Performative Verbs and the Three- Level Hierarchy 162\u003c\/p\u003e \u003cp\u003e13.3.2 Felicity Conditions – How We Identify Speech Acts 164\u003c\/p\u003e \u003cp\u003e13.3.3 When Form Does Not Match Function: Indirect Speech Acts 164\u003c\/p\u003e \u003cp\u003e13.4 Grice’s Conversational Maxims 167\u003c\/p\u003e \u003cp\u003e13.4.1 Flouting the Cooperative Principle and Implicatures 167\u003c\/p\u003e \u003cp\u003e13.4.2 Conversational Versus Conventional Implicatures 168\u003c\/p\u003e \u003cp\u003e13.4.3 Conversational Implicatures and Grice’s Conversational Maxims 169\u003c\/p\u003e \u003cp\u003e13.5 Relevance Theory 171\u003c\/p\u003e \u003cp\u003e13.5.1 How Implicatures Are Derived in Relevance Theory 171\u003c\/p\u003e \u003cp\u003e13.5.2 The Cognitive and Communicative Principles of Relevance 172\u003c\/p\u003e \u003cp\u003e13.5.3 Implicatures and Explicatures 173\u003c\/p\u003e \u003cp\u003e13.5.4 Putting it All Together 174\u003c\/p\u003e \u003cp\u003e13.6 Afterword: The Fascinating Phenomenon of Metaphor 175\u003c\/p\u003e \u003cp\u003e13.6.1 A Basic Example of Metaphor 175\u003c\/p\u003e \u003cp\u003e13.6.2 The Difficulties of Distinguishing Between “Genuine” Metaphor and Idiomatic Language 176\u003c\/p\u003e \u003cp\u003e13.6.3 The Subtle and Pervasive Nature of Metaphor 177\u003c\/p\u003e \u003cp\u003e13.6.4 Individual Variation in the Ability to Express and Interpret Metaphor 177\u003c\/p\u003e \u003cp\u003e13.7 Clinical Implications 177\u003c\/p\u003e \u003cp\u003e13.7.1 Assessing Pragmatics 177\u003c\/p\u003e \u003cp\u003e13.7.2 A Meta- Linguistic Approach? 178\u003c\/p\u003e \u003cp\u003e13.8 Concept Checking 179\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14 Social Pragmatics 180\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e14.1 Clinical Orientation 180\u003c\/p\u003e \u003cp\u003e14.2 Conversational Skills\/Discourse Functions 181\u003c\/p\u003e \u003cp\u003e14.2.1 Conversations and Their Relevance to SLTS 181\u003c\/p\u003e \u003cp\u003e14.3 Conversation Analysis (CA) 182\u003c\/p\u003e \u003cp\u003e14.3.1 Why Conversation Analysis? 182\u003c\/p\u003e \u003cp\u003e14.4 Conversational Features of Interest 183\u003c\/p\u003e \u003cp\u003e14.4.1 Initiation 183\u003c\/p\u003e \u003cp\u003e14.4.2 Repair 183\u003c\/p\u003e \u003cp\u003e14.4.3 Turn- Taking 184\u003c\/p\u003e \u003cp\u003e14.4.4 Adjacency Pairs (Organising Actions into Sequences) 184\u003c\/p\u003e \u003cp\u003e14.4.5 Topic Management 185\u003c\/p\u003e \u003cp\u003e14.4.6 Back- Channelling 186\u003c\/p\u003e \u003cp\u003e14.5 Clinical Implications 186\u003c\/p\u003e \u003cp\u003e14.5.1 Why It Is Important to Understand Social Pragmatic Challenges 186\u003c\/p\u003e \u003cp\u003e14.5.2 Clinical Applications 187\u003c\/p\u003e \u003cp\u003e14.5.3 Clinical Cases 188\u003c\/p\u003e \u003cp\u003e14.6 Concept Checking 189\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 5 Language Processing\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e15 To Theorise or Not to Theorise: That Is the Question 193\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e15.1 The Role of Linguistic Theory in Shaping SLT Practice 193\u003c\/p\u003e \u003cp\u003e15.2 The Procedural- Declarative Model 193\u003c\/p\u003e \u003cp\u003e15.2.1 The Past Tense Revisited 193\u003c\/p\u003e \u003cp\u003e15.2.2 How this Relates to Memory 195\u003c\/p\u003e \u003cp\u003e15.2.3 The Procedural- Declarative Model and the Development of the Passive 197\u003c\/p\u003e \u003cp\u003e15.2.4 The Procedural- Declarative Model and Sentence Comprehension 198\u003c\/p\u003e \u003cp\u003e15.2.5 The Procedural- Declarative Model as a Means of Understanding Linguistic Theory 199\u003c\/p\u003e \u003cp\u003e15.2.6 Implications for Language Impairments 200\u003c\/p\u003e \u003cp\u003e15.2.7 Implications of the Procedural- Declarative Account for Therapy 201\u003c\/p\u003e \u003cp\u003e15.3 Conclusions 202\u003c\/p\u003e \u003cp\u003e15.4 Concept Checking 203\u003c\/p\u003e \u003cp\u003e\u003cb\u003e16 Appendix 204\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e16.1 Answers to Concept Checking Questions and Test Yourself 204\u003c\/p\u003e \u003cp\u003e16.1.1 Chapter 1 You Say Tom- mah- dah and I say To- may- dah 204\u003c\/p\u003e \u003cp\u003e16.1.2 Chapter 2 – Word Classes 205\u003c\/p\u003e \u003cp\u003e16.1.3 Chapter 3 – Morphemes 206\u003c\/p\u003e \u003cp\u003e16.1.4 Chapter 4 – Phrases 206\u003c\/p\u003e \u003cp\u003e16.1.5 Chapter 5 – Syntactic Functions 207\u003c\/p\u003e \u003cp\u003e16.1.6 Chapter 6 – Tense and Aspect 208\u003c\/p\u003e \u003cp\u003e16.1.7 Chapter 7 – Cohesion and Coherence 209\u003c\/p\u003e \u003cp\u003e16.1.8 Chapter 8 – Complex Sentences Part 1: Complex Sentences with a Discourse Function 209\u003c\/p\u003e \u003cp\u003e16.1.9 Chapter 9 – Complex Sentences 2: Thinking Saying Feeling 210\u003c\/p\u003e \u003cp\u003e16.1.10 Chapter 10 – Word Meanings 211\u003c\/p\u003e \u003cp\u003e16.1.11 Chapter 11 – Argument Structure: Painting Pictures with Words 212\u003c\/p\u003e \u003cp\u003e16.1.12 Chapter 13 – Linguistic Pragmatics 212\u003c\/p\u003e \u003cp\u003e16.1.13 Chapter 14 – Social Pragmatics 214\u003c\/p\u003e \u003cp\u003e16.1.14 Chapter 15 – To Theorise or Not to Theorise: That Is the Question 214\u003c\/p\u003e \u003cp\u003eIndex 215\u003c\/p\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Other branches of medicine [\u003ca title=\"See our other books on Other branches of medicine\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Other%20branches%20of%20medicine%20%5BMM%5D%22\"\u003eMM\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Wiley","offers":[{"title":"Brand New","offer_id":52460633194776,"sku":"9781394209972","price":28.48,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0730\/2037\/5320\/files\/9781394209972.jpg?v=1785456306","url":"https:\/\/freshlyprintedbooks.co.uk\/products\/introductory-linguistics-for-speech-and-language-clinicians-and-practitioners-paperback-softback-9781394209972","provider":"Freshly Printed Books","version":"1.0","type":"link"}